INDUCTIVE EXERCISES 

IN 

ENGLISH GRAMMAR; 

DESIGNED TO GIVE 

YOUNG PUPILS 

A KNOWLEDGE OF 

THE FIRST PRINCIPLES OF LANGUAGE : 

CCOMPANIED BY PROGRESSIVE PARSING LESSONS. 

THE WHOLE INTENDED TO INCULCATE HABITS OF THINKING, 
REASONING, AND EXFRESSING THOUGHT. 

BY RICFIARD W. GREEN. 



'The first kind of moral reasoning is that, by which we infer 
leral truths from particular facts, that have fallen under our ob- 
•vation." hedge's logic. 



THIRD EDITION, ENLARGED AND IMPROVED. 



r . 

PHILADELPHIA: 
URIAH HUNT, NO. 147 MARKET-STREET- 

1831. 



. 









%■ 



3BvitZXZli according to the Act of Congress, in the year 
1831, by Richard W.' Green, in the Clerk's Office of the 
District Court, of the Eastern District of Pennsylvania. 



//* 



PREFACE. 



Notwithstanding the publication of a great 

number of English Grammars ;-many of which have 

great merit ; yet, it is generally agreed, that this 

subject has still been too difficult and too abstruse, 

for the capacities of young scholars. Hence, our 

endeavors for acquiring the ability of speaking our 

own language with propriety, is necessarily deferred, 

-ntil our habits of speaking ungrammatically, are 

^o inveterate to be broken up. But, if we look 

a to the nature of grammar, we must suppose this 

bstruseness complained of, to belong more to those 

'i-o treat of it, than to the subject itself. 

Grammar has its foundation in custom ; and so 
I f as that authorizes, and no farther, its principles 
tend. On this account, the principles of Gram- 
mar soon become familiar to the lowest capacity. 
Ask a child if it is proper to say they walks, and 
he will immediately answer no. And in this an- 
swer, although he cannot give a rule inform to 
prove his assertion ; yet, by his readiness, he shows 
a thorough knowledge of a fundamental principle 
in grammar. And, by interrogating him. in this 
manner, we shall find that his knowledge embraces 
almost all its elements. What then remains, but 
to teach him how to apply the knowledge of these 
principles according to the rules of criticism? 

From these remarks, it appears that grammar is 
not in itself abstruse, even to the youngest minds ; 
and, if those who endeavor to teach it, would 
conform to the understandings of those whom they 
instruct, and show them that its rules depend on 



IV PREFACE. 

those principles with which they are already ac- 
quainted ; it is evident that the study of grammar 
would lose its difficulties, and become both easy 
and agreeable. 

To display the principles of the English language 
in such a manner, that they may be readily under- 
stood by young pupils ; captivate their attention ; 
and remain imprinted on their memory, is the pri- 
mary object of this' work. To obtain this end, there 
appeared to be no better system, than that of In- 
duction. By this system, the pupil is compelled to 
make his own grammar, from those principles of 
language, which his observation has taught him. 
Thus, by deducing grammatical principles from ac- 
customed phraseology of speech, his understanding 
must comprehend them. His attention will follow 
as a matter of course. For, when a pupil perceives 
that he is only forming rules from principles alrea- 
dy known, and applying those rules in the same 
manner, in which he has always applied their prin- 
ciples ; the subject will not only be understood, but 
s it will even afford a gratifying amusement. And 
when both of these objects are effected, the memory 
will be assisted by association, so as to retain a 
lasting impression of the subject. 

And it is believed that this method of instruction 
will be found so easy and so attractive, that chil- 
dren from five to eight years of age may acquire, 
in a short time, a knowledge of grammar, sufficient 
for parsing sentences in general, and for correcting 
direct violations of propriety of speech. So far, 
these Exercises will lead them ; and if they should 
never go farther in their grammatical studies, it is 
presumed that this course will be more beneficial 
to them, than that dull routine of study which is 
frequently pursued in schools. I use the term 
frequently ; for, to the honor of many of our teach- 



PREFACE. 



ers, this method of instruction has already in some 
degree been adopted. 

A secondary object in forming this work, was, 
to prepare an introductory exercise to the study 
of other languages. By going through these exer- 
cises, pupils will acquire a good knowledge of the 
first principles of general grammar. They will, 
therefore, be prepared to pursue the study of any 
language with facility and pleasure. Such a work 
has long been needed for those scholars who com- 
mence the study of Gther languages, before they 
have attended to that of their own. For them, this 
work will be found peculiarly serviceable. 

Another object in forming this work, was to give 
pupils just habits of reasoning and of expressing 
their thoughts. By this system, the powers of the 
mind are brought int.o active operation : and by 
comparing, analizing, deducing, and giving just 
reasons for every assertion, the pupil acquires cor- 
rectness in reasoning, vigor in investigating, and 
facility in conversing. 

Owing to the great number of writers on English 
grammar, there is a great diversity of opinions rela- 
tive to the classification of words, and the choice of 
technical terms. But this diversity is more ima- 
ginary than real. Grammar is an exposition of the 
principles of language. Principles of language are 
established by custom. Hence, that system of rules, 
which will give us the knowledge of this custom, 
with the greatest ease and in the shortest time, 
must assuredly be the best. It is of no consequence, 
whether we treat of grammar en masse, or whether 
w r e divide it into four or forty parts; provided each 
of these methods be properly understood, and at the 
same time, free from perplexity. 

Again, we may call names of things, nouns or 
substantives; names of qualities may be ranked 
a2 



Vi PBEFACE. 

with them as noun adjectives, or we may call them 
adjectives or attributes; articles, and even adverbs, 
may be classed with adjectives, or they may have 
separate names. Conjunctions and Prepositions may 
be considered as verbs or nouns, or they may be 
classed together as connectives, ox contractions ; and 
a thousand other deviations may be made, and still 
either of them may be correct in principle. For 
these divisions and their technical terms, are all 
arbitrary; instituted, not by the philosophy of lan- 
guage, but by the art of teaching. 

I do not mean to assert that there are no philoso- 
phical diversities o£ words, as they are employed in 
language ; far from it. I would affirm that every 
inflection of person, number, mood, tense, and case, 
and every different degree of comparison, is each, 
philosophically, a distinct species of words, and 
must have a separate place in grammar, as governed 
by rules of its own. So far, grammar is divided by 
the philosophy of language; and to this division, 
all theories of grammar must correspond. 

But to explain the nature and qualities of things, 
philosophers are accustomed, first, to associate those 
which have some properties, common to all. After 
having determined what these common properties 
are, they next examine whether any class of these 
things have properties, w T hich do not belong to other 
classes of the same things. Having found such a 
class, they proceed to separate it from the others, 
and to examine what are the peculiar qualities 
which belong to it. They proceed in this manner 
through all the classes of those things, which are 
the subjects of examination, until they have found 
every peculiar property, which each of them is sup- 
posed to contain. 

By such processes, are originated different me- 
thods of classifying the principles of language. 



PREFACE. 



Philologists .first determine the nature of words as 
combined, which they call Grammar. They then 
separate the classes of principles which belong to 
grammar, say, first, diction and utterance. These, 
they subdivide into separate classes; and so on, till 
they have described each minute difference that 
exists in every word, and its modifications. 

Now the main difference in theories of Grammar, 
consists in the gradations, by which we arrive to 
the last division. But it will be seen, that it is of 
no consequence, in effect, whether we first divide 
a thing into two parts, and then, these two into 
four; or whether we divide it into four at first: 
provided, each of these four parts has a distinct 
name. The only rule to determine which is the 
best method, is, to ascertain which is the most in- 
telligible. Here it is that grammarians differ ; and 
it is this difference, that causes the numerous dis- 
putes about the methods of teaching this science. 

With regard to method of classification, the au- 
thor of this work can safely say, that he was pre- 
judiced in favor of no particular system. His 
intention, in writing the work, was to make it an 
introduction to any larger grammar. Such classi- 
fications were used, as would display the subject 
in the clearest light ; and such technical terms were 
employed, as, from the train of reasoning which 
was adopted, seemed best calculated to be under- 
stood by young pupils. But for the sake of accom- 
modating the work to any grammar; differences 
of opinion are stated in notes, together with such 
reasons for preference, as, it is hoped, may prove 
satisfactory. 

RICHARD W. GREEN. 

May, 1829. 



CONTENTS. 

Directions for using the Inductive Exercises, - II 

Introductory Exercise. 

Sense of Seeing, - - - - - - 13 

Hearing, 14 

Tasting, - - - - - - 15 

Smelling, 15 

Feeling, - - - - - - 16 

Sensation and Perception, - - - - 17 

Several methods of obtaining knowledge, - - 20 

Inductive Exercises. 

Nouns, - ------- 23 

Common and Proper Nouns, - - - - 24 

Number, - - - - - - - 26 

Gender, - - - - - - - - 29 

Nominative Case, « ' 30 

Articles, - - - 33 

Pronouns, - - - - - -- 37 

Number of Pronouns, - - - - - - 39 

Persons of Pronouns, 40 

Nouns agreeing in Case, - - - - - 42 

Possessive Case, 44 

Adjectives, -- - 51 

Comparative Degree, - - - 54 

Superlative Degree, 56 

Positive Degree, - - - - - - 58 

Defining Adjectives, - - - - - 59 

Verbs, 66 

The Indicative Mood and Tenses, - - - 67 

8 



CONTENTS. IX 

Sentences and their Parts, 71 

Person and Number, and Relation between Sub- 
jects and their Verbs, - - - -72 

Of the Case of the Subject, ... - 74 
Imperative Mood, - - - - - - 82 

Potential Mood, - - - - . - - 85 

Infinitive Mood, 90 

Collective Nouns, ------ 94 

Transitive and Intransitive Verbs, - - - 97 
Transitive Verbs and the Objective Case, 97 

Imperfect and Compound Perfect Participles, - 103 
Definite Tenses, - - - - - 107 

Verbs with two Nominatives, - - - - 110 

Phrases used as single Words, - - - - 112 

Infinitive Mood Absolute, 113 

Intransitive Verbs used Transitively, . - - 113 
Compound Sentences and Conjunctions, - -114 
Nouns connected by And, - ~ • - - 121 

Nouns connected by Or, ----- 122 

Connective or Relative Pronouns, - 123 

Prepositions, ------- 130 

Subjunctive or Conditional Mood, - - - 133 
Perfect Participle and Regular Verbs, - - - 142 
Voices, - • - - . - - --.:....- 143 

Adverbs, - 152 

Interjections and Nominative Case Independent, 156 
Anomalies in Construction, - - - - - 158 

Orthography and Orthoepy. 

Words, and their Formation, - - - - 160 

Letters, Vowels or Tonics, 161 

Subtonics, - - - - - - 165 

Atonies, - - - - - - 166 

Recapitulation, - - - - - 167 



X CONTENTS. 

Radical and Vanish, - - - - - 170 

Correspondence between Subtonics and Atonies, 172 

Slides of the Voice, - - - - - 174 

Exercises in Composition, (Appendix,) - 179 

RECAPITULATION. 
Nouns, - -•'■'- - - - - - 30 

Articles, - 35 

Pronouns, ------- 48 

Adjectives, - - - 61 

Verbs. Indicative Mood, Tenses, Simple Sentences, 

Person and Number, 75 

Imperative and Potential Moods, - - 87 
Infinitive Mood, - - 91 

Transitive Verbs and Objective Case, - '99 
Participles, ------ 106 

General Recapitulation, - - - - 108 

Conjunctions, - 116 

Pronouns, - - - - -- - - 126 

Prepositions, - ------ 131 

Adverbs, ■ - 154 



HJ* As this work is merely an abstract from a larger book, the 
reader is requested to consult that for a fuller elucidation of any con- 
tested principle, as also for references to other authors. 

The larger grammar will be published in the course of a few months* 



DIRECTIONS, 

FOR USING THE INDUCTIVE EXERCISES. 

Children from five to eight or twelve years of 
age may be put into the Inductive Exercises ; and 
it may be of some use to scholars of any age. If 
they be young, it will be best for a class of them 
to be exercised with a portion of it each day, with 
their books before them. This exercise will be 
very useful, and will not be so difficult, that it will 
weary the pupils. And here it is proper to remark, 
that any branch of education should not be difficult 
to a scholar at his first undertaking it. For, if he 
should become discouraged then, it will be very 
difficult afterwards to get him interested again. 

If any question be too hard to be answered, let 
collateral questions be asked in such a manner, 
that the answer of one may lead to the answer of 
the other; or the use of some former questions, 
whose answers have a bearing upon it, will be found 
very beneficial. If a pupil answer incorrectly, let 
the question why be put to him, which will gen- 
erally lead him to the right answer. I have pur- 
sued this course, and have gone through the whole 
exercise, without answering one question myself. 

After the pupils have answered the questions, 
with the book before them, they may answer them 
without the book ; and in this exercise, the teacher 
must be careful that each pupil be able to answer 
every question. In this course, the Parsing lessons 
are to receive particular attention ; and great care 
should be taken that pupils can give a reason for 
every thing that they assert. On this account fre- 
quent repetition should not be thought superfluous. 
Young children must repeat a thing over and over 

11 



xii DIRECTIONS, &C. 

again, before it will become familiar to them. In 
the parsing exercises, it will be well for pupils to 
define every wprd that they parse. 

The teacher will find many notes, interspersed 
throughout the volume. These generally state 
some principle, that a child would not readily per- 
ceive by induction. On this account the teacher 
must read and explain them to his pupils, who will 
then be enabled to give the same ideas, in answer 
to the subsequent questions. 

The questions in small type may, if the teacher 
think expedient, be omitted until a second course 
or review. 

After the pupil has obtained a good idea of the 
principles elucidated in the exercises ; it will be 
advisable for him to go over the recapitulation, 
in order to impress those ideas on his memory. For 
this purpose, the lessons in the recapitulation are 
inserted in proper places, and should always be 
learned immediately after the lessons which pre- 
cede them. The pupil must also be exercised fre- 
quently in such parts of the recapitulation, as have 
been already recited. 



0^7= In preparing the first edition of the Induc- 
tive Exercises for publication, the author wrote an 
Introductory Exercise elucidating the origin of 
ideas. But as the plan was novel, it was thought 
expedient to omit it at that time. But several re- 
spectable teachers having given their opinion that 
it may be useful, it has been prefixed to the suc- 
ceeding editions. It is presumed that teachers 
will find it a very pleasing and useful exercise for 
their pupils. But it can be omitted without any 
detriment to the study of the succeeding exercises. 



INTRODUCTORY EXERCISE, 

SHOWING THE MANNER IN WHICH WE OBTAIN IDEAS. 



OF THE SENSE OF SEEING. 

1. What is this? Ans. A book. 

2. How do you know that this is a book ? Ans. 
Because I see it. 

3. What do you see with? 

4. What is a thing called that you use in per- 
forming an action ? Ans. An Instrument. 

5. What do we call those parts of our body 
which are used as instruments ? Ans. Organs. 

6. What are the instruments, that we use to see 
with? 

7. Are they a part of the body, or not ? 

8. Then what do w r e call eyes ? Ans. Organs. 

9. For what purpose do we use eyes ? 

10. Then what are eyes the organs of? 

1 1 . Why do you call them organs ? 

12. W T hy do you call them organs of seeing or 
sight ? 

13. What is the ability to see called? Ans. A 
sense. 

14. What is it the sense of? 

15. Now, how do your eyes enable you to know 
that this is a book ? Ans. By the sense of seeing. 

Note. — The manner in which we obtain sensations of see- 
ing, is by the means of rays of light sent forth from some 
luminous body ; that is, a body that gives light, as the sun 
or a candle. These rays are supposed to be small particles, 
so extremely minute, that they cross each other in all possi- 
ble directions, without interfering with each other in the 
least. When these rays of light meet any substance, into 
which they cannot pass, they are reflected and rebound, in 
B 13 



14 INTRODUCTORY EXERCISE 

the same manner that a ball does, when it meets the wall. 
As they meet the body from every direction, of course they 
are reflected in every direction. Therefore, when any per- 
son comes within their course, those rays of light that strike 
the pupil of the eye, pass through it, and meet upon the 
retina, an inner substance of the eye, and an expansion 
of a nerve communicating- with the brain. These particles, 
striking the retina, causes in the nerve a vibration, which 
extends to the brain, and produces a certain state of the 
mind. This we call the sensation of sight or seeing, 

1. How do we obtain sensations of seeing? 

2. What is a luminous body ? 

3. What are rays of light supposed to be. 

4. Can these rays of light pass through all substances ? 
5. . What happens when they cannot pass through any sub- 
stance ? 

6. Do they rebound in only one direction 1 

7. In what part of the eye must the rays of light meet to 
enable us to see ? 

8. What is the retina ? 

9. What is caused by rays of light touching the retina ? 

10. What does this vibration produce ? 

11. What do we call this state of mind? 

OF THE SENSE OP HEARING. 

1. Do you know when it thunders? 

2. How do you know ? 

3. What do you hear with ? 

4. On this account what may we call ears ? 

5. Why do you call them organs ? 

6. What are ears organs of? 

7. Why do you call them organs of hearing? 

8. What is the ability to hear called ? 

9. What is it the sense of? 

10. Now, how do your ears enable you to know 
that thunder makes a noise ? 

Note. — When two hard bodies meet in a violent manner, 
or when elastic bodies are made to vibrate, they cause a tre- 
mulous motion in the air. This tremulous motion strikes on 
the drum of the ear, and causes on its nerves a vibration, 
which extends to the brain, and produces a certain state of 
the mind, which we call the sensation of hearing. 



TO ENGLISH GRAMMAR. 15 

1. What is caused by the meeting of two hard bodies in 
a violent manner ? 

2. What other cause may produce this motion? 

3. What are elastic bodies ? Ans. Those which, on being- 
bent, will spring back to their former place. 

4. In what part of the body do we feel this tremulous mo- 
tion ? 

5. What does it cause in the ear 7 

6. What does this vibration prqduce? 

THE SENSE OF TASTING. 

1. Is sugar sweet or sour? 

2. How do you know that sugar is sweet? 

3. What do you taste with ? 

4. On this account what may we call the tongue ? 

5. Why do you call it an organ ? 

6. What is the tongue an organ of? 

7. Why do you call it an organ of taste? 

8. What is the ability to taste called? 

9. What is it the sense of ? 

10. Now, Piow does your tongue enable you to 
know whether sugar is sweet or sour ? 

Note. — The manner in which we obtain sensations of 
taste, is by the means of the saliva of our mouths. When 
any substance, which has what we call taste, is applied to 
this saliva, the saliva causes it to dissolve a very little. Then, 
the composition of the substance which we put to our mouth, 
and the saliva, communicates with the tongue, palate, &c. 
in such a manner as to operate upon the nerves. When- 
ever the nerves are affected in this manner, we have the 
sensation of taste. 

1. By what do we obtain sensations of taste ? 

2. How does our saliva cause this sensation 1 

3. To what part of the body does this effect upon the 
nerves of the palate, &.c. extend ? 

4. What does this produce ? 

OF THE SENSE OF SMELLING. 

1. Can you know the flavor of a rose without 
tasting; it ? How ? 



16 INTRODUCTORY EXERCISE 

2. What do you smell with 1 

3. On this account, what may we call the nose ? 

4. Why do you call it an organ ? 

5. What is the nose the organ of? 

6. Why do you call it an organ of smelling ? 

7. What is the ability to smell called? 

8. What is it the sense of? 

9. Now, how does your nose enable you to know 
that a rose is sweet ? 

Note. — The manner in which we obtain sensations of 
smell, is by the means of particles of odor that are sent forth 
from any object. When we come within the place where 
these particles of odor are flying, we draw them into our 
nostrils by means of our breath. By this action they come 
in contact with the nerves in our nostrils, which are excited 
and produce the sensation of smell. 

1. From what do we obtain sensations of smell ? 

2. With what must they come in contact to occasion sen- 
sation ? 

3. With what do those nerves communicate ? 

OF THE SENSE OF FEELING. 

1. If your eyes were shut, could you find out 
whether this was a book or not ? How ? 

2. What do you feel with ? 

3. Then what are hands? 

4. Why are they organs? 

5. What are hands organs of? 

6. Why are they organs of feeling? 

7. What is the ability to feel called? 

8. What is it a sense of? 

9. Now, how do your hands enable you to know 
that this is a book ? 

10. How many senses have we? 

11. Name them. 

12. Then in how many ways are we enabled to 
know things ? 

Note. — Those nerves that produce sensation extend not 
only to our eyes, ears, nose, and mouth ; but also through- 



TO ENGLISH GKAMMAR. 17 

out the whole body. And when any object comes in contact 
with any part of our body, it occasions a sensation, which 
we call simply a feeling or touch. 

1. To what parts of our body do our nerves extend 1 

2. When any object comes in contact with any part of our 
body what does it occasion ? 

OF SENSATION AND PERCEPTION. 

1. When we touch a thing; does that touch 
cause a feeling in the thing that we touch, or in us? 

2. What is that feeling called ? Ans. A sensa- 
tion. 

3. What does sensat Ion mean? Ans. A feeling 
in the mind, which is caused by one of our senses. 

Note. — It is supposed that there are small fibrous nerves 
throughout the whole body, which issue from the brain, the 
great organ of all sensation. Of the connection of this great 
sensorial organ with the mind ; that is, how the affection of 
any object upon that can be communicated to the mind, we 
can never be enabled to understand. 

1. What is supposed to be the great organ of all sensation ? 

2. Do you know how the brain is connected with the 
mind ? 

4. How many ways have we of receiving sen- 
sations ? 

5. Then how many kinds of sensations have we ? 

6. Name them. 

7. When we receive sensations, what are they 
occasioned by ? Ans. By something affecting our 
senses. 

8. Do we generally think of those things, while 
they are affecting our senses ? 

9. For what purpose do we think of those ob- 
jects, that are affecting our senses? Ans. That 
we may find out what they are. 

10. When we think of those objects that are af- 
fecting our senses, what do we call that action of 
thinking? Ans. Perception. 

b 2 



18 INTRODUCTORY EXERCISE 

11. Now, can you tell what perception is ? Ans. 
Perception is that act of thinking, by which we 
find out what those objects are that are affecting 
our senses. 

Note. — You have already learned what it is to have sen- 
sations. You must recollect that sensation does not mean 
the knowledge of those things that cause sensation. For in- 
stance, when you smell a rose, all the sensation which you 
have of it, is a knowledge that you smell something ; and 
you would never know what, unless by the use 1 of some other 
sense; for instance by your sight, y T ou had found out what that 
is which has such a smell. It is just so, when you taste of 
a thing. Your taste would not show you what It was, unless 
you had been told what it was that caused such a taste. And 
it is the same with all the senses. It is only by experience 
of what particular objects cause particular sensations, that 
we are enabled by our sensations, to determine what those ob- 
jects are. But this much we know; that if we have sensa- 
tions, there must be some object to cause these sensations. 
Therefore, whenever we have any sensation, we immediately 
set our mind to work to find out w T hat causes it. And when 
we have found out, we say we perceive what it is. So those 
actions of the mind which refer our sensations to the objects 
which cause these sensations, are called perceptions. Thence 
perception implies thought devoted to any external object at 
the same time that our senses are affected by the same object. 

1. What is it to have sensations? Ans. To feel in our 
mind that something affects our senses. 

2. Does sensation enable j 7 ou to know what it is that af- 
fects your senses? 

3. Then how do you know what it is that is affecting your 
senses ? 

4. Give some examples of this. 

5. What do we say when we know what it is that is a£ 
fecting either of our senses ? 

6. Then what is the knowledge of such things called ? 

7. At what time do we perceive things ? 

12. What do we do to occasion perception? 
Ans. We think. 

13. What do we think with ? Ans. The mind. 

14. Then when you have perceptions, where are 
they 1 



TO ENGLISH GHA3IMAE. JQ 

15. What do we think of, when we have percep- 
tions ? 

18. When objects affect any of our senses, what 
is that affection called 1 Ans. Sensation. 

17. Then what occasions us to think of those 
objects that affect our senses ? 

18. Now, how do we derive our perceptions ? 

19. Now, what is the first class of our ideas? 
Ans. These that we obtain by perception. 

20. What do we call that knowledge of any 
thing-, which we have obtained by perception ? 
Ans. An idea. 

Note. — Perceptions are the first elements of knowledge 
and thought. By them we obtain a knowledge of the ex- 
istence of materia! objects, and all the qualities which belong 
to them, as well as all the changes which take place in them. 
But we are able not only to perceive things, but also to retain 
a knowledge of them in our minds, when the things them- 
selves are no longer present. In such cases, we say that we 
have ideas of things. Thus we have^ perceptions of things 
when they are present, but we have ideas of them after they 
are removed, or when some other person describes them.-' 
Some philosophers call ideas conceptions, which is undoubt- 
edly a better name. (See Brown's Philosophy of the Human 
Mind, Vol. I. Lecture xxxni.) 

RECAPITULATION. 

1 . What are perceptions ? 

2. How are they obtained 1 

3. Wliat causes our sensations 1 

4. How many kinds of sensations are there.? 

5. How many organs of sense are there ? 

6. Name them. 

7. Name the organ of sight or seeing ; hearing ; 
smelling; tasting; touching. 

8. What is the meaning of organ 1 

9. What is the meaning of instrument ? 

* Ideas are, by some, supposed to be images of things, that enter 
iuta tha mind. But by others they are thought to be only the bare 
apprehension or conception of things in the mind. 



20 INTRODUCTORY EXERCISES 

Note— We all know that we have five senses. We re- 
ceive these senses at our birth ; and they soon come to ma- 
turity. We have them in the same manner that all animals 
nave them. Now when any object comes in contact with 
any of our organs of sense, we immediately have feelings 
which indicate it. Those feelings we call sensations. The 
means of receiving these sensations, is through several parts 
ot our boay, which we call organs of sense. The literal 
meaning of organ is instrument ; but it is generally applied 
only to those instruments, which are parts of our body. 
1 1ms, the tongue is the instrument that we use to speak 
with ; therefore, as it belongs to the body, we call it an or- 
gan. In the same manner our eyes are the organs of seeing • 
ears are the organs, of hearing ; the nose is the V ff an of 
smelling; the mouth, tongue, palate, &c. are the organs of 
tasting ; and the whole body is the organ of touch or feelW. 
Inrougn the medium of these senses, we receive all our 
ideas ; and if either of these senses is wanting, the ideas that 
are communicated by that sense will be wanting too. Thus 
a blind person can have no idea of colors ; that is, he does 
not know what the meaning of color is. He can have no 
idea.of the difference between red and black. In like man- 
ner, a deaf person can have no knowledge of sounds. 

OF THE SEVERAL METHODS OF OBTAINING 
KNOWLEDGE OF THINGS. 

1. What is the first method of obtaining a know- 
ledge of a thing ? Ads. By perception of it. 

2. What does it mean to have a perception of a 
thing? r 

3. What is the second method of obtaining a 
knowledge of a thing? Ans. By bringing to mind 
some perception we formerly had of it. 

4. What is this method called ? Ans. Recol- 
lection. 

5. What is the third method of obtaining a 
knowledge of a thing? Ans. By knowing it is 

ike some other thing, that we already have 
knowledge of. 

6. What is this method called? Ans. Analogy. 

7. What does analogy mean ? Ans. Likeness 
or resemblance. 



a 



a 



TO ENGLISH GRAMMAR. 21 

8. What is the fourth method of obtaining a 
knowledge of a thing? Ans. By being informed 
by one who has obtained a knowledge of it. 

9. What means will he use to inform us ? Ans. 
Words. 

10. What is this method called? Ans. Lan- 
guage. 

11. Now mention the four methods of obtaining 
a knowledge of things. 

Note. — So we see that the first method of obtaining know- 
ledge, is by means of perception. But perceptions are ac- 
quired by means of sensations ; and sensations are occa- 
sioned only, while our senses are affected by the object which 
we perceive. When, therefore, the object of our thoughts is 
not present to our senses, we have recourse to recollection or 
memory. Again, as we are fond of abridging our labor, when- 
ever we observe a thing similar to some other thing that we 
already know about, we instantly conclude that it is in almost 
every respect like it. Thus, when we see a house at a dis- 
tance, we conclude it has partitions, rooms, fire-places, floors, 
&c. This similarity of things we call analogy. But there are 
many things that we have never had any perception of; and 
of course, cannot recollect them, nor compare them with any 
thing else. We therefore are obliged to learn them from 
some other person, who has obtained a knowledge of them 
For this purpose our Creator has wisely furnished us with 
the faculty of speech, by which we are enabled to inform 
others, and to be informed ourselves of every thing which 
we can learn in no other manner. 

12. What are words? Ans. Sounds by which 
men express their thoughts. 

1 3. Do they resemble thoughts ? Ans. No. 

14. Do they resemble the things of which we 
think? Ans. No. 

15. By what rule were they formed ? Ans. By 
no rule ; probably by chance. 

Note. — As a proof that words are formed, as it were, by 
chance, without any rule ; we find that the same thing has 
a different name in different languages. Thus the same 
thing is called in Latin, domus, in French, maison, and in 
English, house. 



22 INTRODUCTORY EXERCISES, &C. 

16. When I tell you my thoughts, what do I 
use? Ans. Words. 

17. What are words? 

18. How are those sounds made that are called 
words ? Ans. By the mouth and throat. 

19. But suppose that you wish to express your 
thoughts to a person who is absent. You cannot 
speak to him : what would you do in that case ? 
Ans. I would write. 

20. How do you express your thoughts by 
writing ? Ans. By making characters that repre- 
sent those words. 

21. What would you. use for this purpose? Ans. 
Letters. 

22. What do letters stand for? Ans. Those 
sounds which are put together to compose words. 

23. What kind of language would you call this? 
Ans. Written Language. 

24. What kind of language would you call that 
which you speak ? Ans. Spoken Language. 

25. Now, what is the use of language ? Ans. To 
inform us of things that we do not already know. 

Note. — Thus, it appears that the whole use of language 
is to. communicate our thoughts. But that use makes it the 
noblest faculty of man ; and we must look upon it as one of 
our greatest blessings. We should therefore attend to it, 
and see that we use it in such a manner as to be understood. 
But there are many, who do not acquire a good knowledge 
of it, and therefore are not able to express their thoughts 
with propriety. But this is very wrong, and I hope that yon 
will endeavor to obtain a good knowledge of it, so that you 
may be able to express your thoughts not only with pro- 
priety, but with ease and elegance. For this purpose I have 
formed the following Grammar, by which, if you examine it 
faithfully, you will acquire that ability. As you already 
know what sounds well in speaking and what doe*s not ; 
that shows that you have some knowledge of grammar. I 
shall teach you to go from that knowledge, which you al- 
ready have, to that which you are to obtain, by a regular 
course of reasoning. This method is called induction ; and 
this system of teaching, the inductive system. 



INDUCTIVE EXERCISES 
IN ENGLISH GRAMMAR. 



LESSON I. 

OF NOUNS. 

Let the Instructer commence by holding up a 
book in the sight of the pupil, and asking the fol- 
lowing questions. 

1. What do you see? Ans. A book. 

2. Is that the name of it ? 

3. What is the name of a thing ? Ans. A noun. 

4. What is the name book then ? Why ? 

5. What else do you see ? 

6. Is that the name of it? 

7. What is the name — ?* Why ? 

8. What else do you see ? 

9. What is the name ? Why ? 

Let the Instructer repeat these questions several 
times. 

10. Is think the name of any thing? 

11. Is small the name of any thing? 

12. Then is every word the name of a thing? 

All words are not names of things. For we want not 
only to tell the names of things, but also to tell which they 
are, what they do, and what we do to them. On this ac- 
count, we use some words to point out what kind of things 
we wish to speak of; as boy. And we use some words to 
point out what those things do ; as boys run ; &c. There 
are of course more sorts of words than one. 



* The dash is to be supplied by the preceding answer. 

23 



24 INDUCTIVE EXERCISES 

13. Are there more sorts of words than one ? 

14. Of which sort of words are names of things? 

15. What do you see now ? 

16. Of which sort of words is ? Why? 

17. What else do you see ? 

18. Of which sort of words is ? Why? 

19. What else do you see ? ) j . ,, 

20. Of which sort of words is -? $ 

questions be repeated till each pupil has answered 
them two or three times. 

21. What is a noun ? Ans. A noun is the name 
of any thing that can be seen or spoken of. 

22. Let each pupil make short sentences, and 
tell which words are nouns in each sentence. 

LESSON II. 

CF COMMON AND PROPER NOUNS. 

1. [Commencing as before, .] What do you see ? 
Ans. A book. 

2. Of what sort of words is the word book ? 

3. Has every thing of this kind the name book ? 

4. Then what kind of a noun is the noun book ? 
Ans. Common noun. 

5. Why do you call book a common noun ? Ans. 
Because^ it is common to hear every thing of that 
kind called book. 

6. Then what is a common noun ? Ans. The 
name that is given to every thing of a kind. 

7. What else do you see ? 

8. Is the name of the whole kind ? 

9. Then of which sort of words is -** — ? 

frir In naming the noun, the pupil must here- 
after tell whether it is common or proper. 

10. Why is a common noun? 



IN ENGLISH GRAMMAR. 25 

11. What can you speak of that is not in sight ? 

12. Of which sort of words is 1 Why ? 

1 3. What else can you speak of that is not in 
sight ? 

14. Of which sort of words is — — ? Why ? 
Let similar questions be repeated till the scholar 

has a good idea of the nature of common nouns ; 
each scholar should answer them two or three times. 

15. Call some person by his Christian name. 
Ans. George. 

16. Is that the name of every person ? 

17. Then what kind of a noun is George ? Ans. 
Proper noun. 

18. What do we mean by proper, when we say 
proper noun ? Ans. Particular. 

1 9. What is a proper noun 1 Ans. The name 
of a particular one of a land. 

The following illustration and all similar illustra- 
tions, are to be read to the pupils, accompanied by 
such remarks, as the teacher may think proper. 

For example, this is a boy. But everything- just like this, 
is a boy ; for if I should show you any other boy, which you 
have never seen before, you would know that it was a boy. 
Therefore, to distinguish this in particular, I will give it the 
name Peter. Now, unless I tell you that Pater is the name 
of it, you would not know it ; because every thing of this 
kind is not named Peter ; for the name Pezer is given only 
to this particular one. Peter is, therefore, a proper noun, 
because it is the name of a particular one. 

20. Call some other person by name. 

21. What kind of a noun is ? Why ? 

22. Call some place by name. 

23. What kind of a noun is ? Why ? 

24. There are many things that you can speak 
of, which cannot be seen ; such .as pardon. Of 
which sort of words is pardon ? Ans. Common 
noun. Why ? # 

* The teacher should ask this question after every answer. 

c 



26 INDUCTIVE EXERCISES 

25. Of which sort of words is Joseph, fire, Sarah, 
floor, bench, morning, Frederic, master, John, de- 
struction, Henry, Thomas, mountain, William, lock, 
thimble, eye, James, marble, horse, Charleston, star, 
friend, arm, Albany, Philadelphia, hope, peace, 
day, Ann, sun, Boston, word, Lucretia, Samuel, 
New-York, copy, Martha, bay, England, Europe, 
river, London, nation, light, Hartford, doctor, sea, 
reason, joy, sorrow, happiness, haste, sincerity ? 

26. How many kinds of nouns are they ? 

LESSON III. 

OF NUMBER. 

1. [Holding up a book.] What do you see ? 

2. Spell it. 

3. [Holding up two.~\ What do you see now 1 

4. Why do you say books, instead of book ? 

5. What do you add to the word book ? 

6. Suppose there were more than one street; 
what would you call them ? What do you add ? 

7. Suppose I had more than one stick ; what 
would you call them ? What do you add? 

8. Suppose , I had more than one pen; what 
would you call them? What do you add? 

9. Suppose t^iere were more than one fire ; what 
would you call \hem ? What do you add ? 

10. If there were more than one girl; what 
would you call them? What do you add? 

11. If there were more than one room; what 
would you call them ? What do you add ? 

12. If there were more than one gun; what 
would you call them ? What do you add ? 

13. If there were more than one chain; what 
would you call them ? What do you add ? 

14. If there were more than one seat; what 
would you call them ? What do you add? 



IN ENGLISH GRAMMAR. 27 

15. When the word means but one, in what 
number do you say it is ? Ans. Singular number. 

16. When the word means more than one, in 
what number do you say it is ? Ans. Plural number. 

17. In what number is bird, tree, flower 's, apple , 
houses, garden^ cloud, pens, court, sun, vices, rain- 
bows, print, buildings, dispositions, design, laws, 
ornaments, school, continents, constitutions, declivity, 
inclinations, head, fever, miracles, stars, minds, 
felds ? Sfc. 

18. If there were more than one house; what 
would you call them ? What do you add ? 

19. If there were more than one face; what 
would you call them ? What do you add ? 

Note.— When the singular ends in se or ce, we pronounce 
the plural with one more syllable, because we cannot pro- 
nounce it with the same number of syllables ; as, house, 
houses. 

20. Why do you add another syllable in pro- 
nouncing the plural of 'face ? 

21. In what cases must the plural be pronounced 
so as to have one more syllable than the singular? 

22. W T hat letter do you add to form the plural ? 

23. If you were to speak of more than one box, 
what would you call them? Spell the word boxes. 

24. What would you add to the singular in this 
example to form the plural ? 

25. Why do you add es instead of s ? Ans. Be- 
cause, the word cannot be pronounced by adding s 
alone. 

28. If you were to speak of more than one 
church, what would you call them ? What do you 
add? Why? 

27. If I should show you more than one fish, 
what would you call them ? "What- do you add ? 

28. If I divide one class into more than one, 
what would you call them ] What do you add ? 



28 INDUCTIVE EXERCISES 

Note. — It is probable that all plurals were anciently 
formed by the addition of es ; but in course of time, they 
became contracted by the omission of e in those words that 
would admit of it ; as, bookes, books. This is done that it 
may appear well to the eye- But in those words, which 
cannot bo pronounced when the e is omitted, the ancient 
method is retained. 

29. What do you generally add to the singular 
number to make the plural? Ans. Sometimes s, 
and sometimes es* 

30. When do you add es to form the plural ? 
Ans. When it cannot be pronounced by adding s 
alone. 

31. When cannot the word be pronounced by 
adding s alone ? Ans. When the singular ends 
with x, ch, sh, or s ; as in box, church, fish, class. 

32. Would it be proper to say knifes ? What then ? 

33. How do they differ in spelling ? 

34. Then if the singular ends inforfe, as in knife ; what 
do you do to make the plural ? 

35. Spell the plural of half life, wolf loaf wife, wharf 
sheaf leaf thief shelf elf 

Note. — This irregularity was occasioned, first, for the 
sake of sound, and is now established by custom. But still 
some words ending in / form their plurals regularly ; as, 
proof proofs. 

36. What is the occasion of this irregularity ? 

37. Do all words that end with / or fe, form their plurals 
in this manner ? 

38. If you were writing of more than one fly, would you 
write fiys ? What then ? 

Note. — -Were you to write Jlys, it would lead to a wrong 
pronunciation. On this account, we change y into ie, and 
then add the regular s. But if the singular ends with ay, ey, 
or oy, there is no need of this alteration, because there is no 
danger of pronouncing the word wrong when the plural is 
regularly formed ; as, delay, delays ; key, keys ; boy, boys. 

39. Now, if the singular ends in y, as in fi,y, how 
do you form the plural ? 

40. On what account is this irregularity ? 



IN ENGLISH GRA3IMAR. 29 

41. Are all nouns ending in y subject to this? 

42. What nouns are not? 

43. Spell the plural of duty, folly, ally, tory, 
cherry, lily, fancy, enemy, tray, bey, toy. 

LESSON IV. 

CF GENDER. 

1. Is a man male or female ? 

2. Of what gender is any thing that is male ? 
Ans. Masculine gender. 

3. Is a woman male or female ? 

4. Of what gender is any thing that is female ? 
Ans. Feminine gender. 

5. Is a boy male or female ? 

6. Of what gender is the male kind? 

7. Then of what gender is boy ? 

8. Is a girl male or female ? 

9. Of what gender is the female kind ? 

1 0. Then of what gender is girl ? 

11. Of what gender is father ? Why? 

12. Of what gender is mother? brother ? sister ? 

13. Is a book male or female? 

14. Of what gender is any thing that is neither 
male nor female ? Ans. Neuter gender. 

15. What is the meaning of neuter ? Ans. Neu- 
ter means neither. 

Note. — Neuter is the Latin word for neither ; so when a 
thing is neither gender ; that is, neither male nor female, we 
say that it is neuter gender. 

16. Then of what gender is book ? Why ? 

17. Of what gender is table, chair, desk, hat? 

18. When I say parent, do you know whether I 
mean father or mother ? 

19. Then of what gender is parent? Ans. 
Doubtful. 

20. Why doubtful ? Ans. Because we do not 
know whether it is male or female. 

c 2 



30 INDUCTIVE EXERCISES 

21. Of what gender is George, Lucy, master, 
mistress, house, land, ox, cow, children, people, pin, 
king, queen, seat, brother, day, governor, scholar, 
bird, empress, tree, son, paper, daughter, baron, 
count, countess, singer, speaker, soldier, door, gate. 

OF THE NOMINATIVE CASE. 

1 . When you mention any person or thing, in 
what case is the noun ? Ans. In the nominative 
case. [ This definition is merely for the present 
purpose.] 

2. What does nominative mean ? Ans. Nomi- 
native means naming or mentioning. 

3. In what case is Paul, John, George, man, 
house, thought, spirit, wages, youth, London ? 

RECAPITULATION.— NOUNS. 

1 . What is a noun ? 

2. How many kinds of nouns are there ? 

3. Name them. 

4. What is a common noun ? 

5. What is a proper noun ? 

6. How many numbers have nouns ? 

7. Name them. 

8. What does the singular number express ? 

9. What does the plural number express ? 

10. How is the plural number of nouns gene- 
rally formed? 

11. Which method is supposed to be the most ancient ? 

12. On what account do we now use s in some cases 
instead of es ? 

13. When must we use es? Why? 

14. Are there any exceptions to this rule of ad- 
ding s or es ? 

15. Mention them. 

16. Why do you change/ or fe into ves ? 

17. Why do you change y into ies ? 



IN ENGLISH GRAMMAR. 



31 



as, 



Note. — Some nouns, ending with o, have es in the plural, 
in order that the long sound of the o may be preserved ; as, 
cargo, cargoes. 

The following are very irregular : man, men ; woman, 
women ; ox, oxen ; child, children ; foot, feet ; goose, geese ; 
tooth, teeth ; louse, lice ; mouse, mice ; penny, pence, or pen- 
nies ; die, dice. 

18. What is the use of number ? 

19. What is gender ? Ans. Gender is the dis- 
tinction of sex. 

20. How many genders are there ? Ans. Three. 

21. Name them. 

22. What does the masculine gender express ? 

23. What does the feminine gender express? 

24. How is the feminine formed from the mas- 
culine ? Ans. By adding ess, ix, or ine . 

Male. 
Abbot, 
Actor, 

Administrator, 
Adulterer, 
Ambassador, 
Arbiter, 
Author, 
Baron, 
Bridegroom, 
Benefactor, 
Caterer, 
Chanter, 
Conductor, 
Count, 
Deacon, 
Duke, 
Elector, 
Emperor, 
Enchanter, 
Executor, 
Governor, 
Heir, 
Hero, 
Hunter, 



Female. 


Male. 


Female. 


Abbess. 


Host, 


Hostess. 


Actress. 


Jew, 


Jewess. 


Administratrix 


. Landgrave, Landgravine. 


Adulteress. 


Lion, 


Lioness. 


Ambassadress. 


Marquis, 


Marchioness. 


Arbitress. 


Mayor, 


Mayoress. 


Authoress. 


Patron, 


Patroness. 


Baroness. 


Peer, 


Peeress. 


Bride. 


Poet, 


Poetess. 


Benefactress. 


Priest, 


Priestess. 


Cateress. 


Prince, 


Princess. 


Chantress. 


Prior, 


Prioress. 


Conductress. 


Prophet, 


Prophetess. 


Countess. 


Protector, 


Protectress. 


Deaconess. 


Shepherd, 


Shepherdess. 


Dutchess. 


Songster, 


Songstress. 


Electress. 


Sorcerer, 


Sorceress. 


Empress. 
Enchantress. 


Sultan, 


( Sultaness, or 
( Sultana. 


Executrix. 


Tiger, 


Tigress. 


Governess. 


Traitor, 


Traitoress. 


Heiress. 


Tutor, 


Tutoress. 


Heroine. 


Viscount, 


Viscountess. 


Huntress. 


Votary, 


Votaress. 



32 



INDUCTIVE EXERCISES 



Sometimes we use different words for the differ- 



ent sexes : 

Male. 
Bachelor, 
Boar, 
Boy, 
Brother, 
Buck, 
Bull, 
Bullock, or 

Steer, 
Cock, 
Dog, 
Drake, 

Earl, 

Father, 

Friar, 

Gander, 

Hart, 

Horse, 

Gentleman, 



as, 

Female. 

Maid. 

Sow. 

Girl. 

Sister. 

Doe. 

Cow. 

Heifer, 

Hen. 

Bitch. 

Duck. 

Countess. 

Mother. 

Nun. 

Goose. 

Roe. 

Mare. 

Lady. 



Male. 
Husband, 
King, 
Lad, 
Lord, 
Man, 
Master, 
Milter, 
Nephew; 
Ram, 

Singer, 

Sir, 

Sloven, 

Son, 

Stag, 

Uncle, 

Widower, 

Wizard, 



Female. 
Wife. 
Queen. 

Lass. 

Lady. 

Woman. 

Mistress. 

S pawner. 

Niece. 

Ewe. 
% Songstress or 
I Singer. 

Madam. 

Slut. 

Daughter. 

Hind. 

Aunt. 

Widow. 

Witch. 



Sometimes we prefix another word : as, 



A cock-sparrow, 
A man-servant, 
A he-goat, 
A male-child, 



A hen-sparrow. 
A maid-servant. 
A she-goat. 
A female-child. 



25. 
26. 



What does the neuter gender express ? 
What do you say of a noun that may be 
either masculine or feminine ? 

27. What is the meaning of that expression? 

NoTE.-^Many nouns that are generally used for the male 
kind, are sometimes doubtful ; as, a horse may be said of the 
female. So also some nouns that are generally feminine, 
may be used for the male, and* so become doubtful; as, 
goose, duck. 

28. What does case signify 1 Ans. Case signi- 
fies condition. Thus we say, a person is in a bad 
case, when we mean he is in a bad condition. 

29. What is the meaning of nominative ? 
For remaining part of recapitulation, see page 48. 



IN ENGLISH GRAMMAR. 33 

LESSON V. 

OF ARTICLES. 

1. [Holding up a hook.] What do you see? 
Ans. A book. 

2. You say a book; what does a mean? Ans. 
One. 

3. Would it be proper to say, give me a apple ? 

4. What should you say ? 

5. What does an mean ? Ans. One. 

6. Does a and an mean the same ? 

7. Is it proper to say an table ? What then ? 

8. Why do you prefer to use a ? Ans. For sake 
of sound. 

9. Is it proper to say a art ? What then ? 

10. Why do you prefer to use an 1 

11. Is it proper to say a army ? What then ? 
A inch ? What then ? A island ? What then ? 
A entrance ? What then ? A orange ? WTiat then ? 
A egg ? What then ? A uncle ? What then ? 
A axe ? What then ? A evil ? What then ? 

12. When is it proper to use an ? Ans. When 
the next word begins with a, e, i, o, or u. 

13. What are a, e, i, o, and u, called? Ans. 
Vowels. 

14. W T hen is it proper to use a? Ans. "When 
the next word does not begin with a, e, i, o, or u. 

15. What are the other letters called? Ans. 
Consonants. 

Note. — An or ane is the old Saxon word for one ; as ane, 
twa, (one, two.) It was formerly written an at all times ; as, 
an book, an apple. But now for the sake of sound, we alter 
an into a before consonants ; as, a book. 

16. Which is the most ancient, an or a ? 

17. From what is an derived? 

18. Why do we not change an into a before 
vowels? Ans. Because it sounds well enough 
without it. 



34 INDUCTIVE EXERCISES 

Note. — Y is a vowel in the middle or at the end of words ; 
but it is a consonant when it begins a word ; as, a yard. 
Long u, when it begins a word, commences with the sound 
oi'y ; as, use, (pronounced yuse.) On this account, an would 
not sound well before long u and y. As short u is a regular 
vowel, we use an before it ; as, an uncle. 

19. Do we use an before every vowel? 

20. What are the exceptions ? 

21. Is an the name of any thing? 

22. Then is an a noun ? 

23. What do grammarians call an or a ? Ans. 
The indefinite article. [A defining adjective.] 

Note. — The meaning of article, as given to a sort of 
words," is very indefinite. Those words, which are generally 
called articles, are properly adjectives, of the same class as 
one, two, this, that, &c. (See p. 59.) But, as the words an or «, 
and the, have a few peculiarities in construction, some gram- 
marians have classed them separately from adjectives, for the 
purpose of showing their peculiarities more intelligibly to 
young pupils. The term article, or adjective, may be used 
at the option of the teacher. 

24. If I should say give me a book, should you 
think that I meant any particular book ? 

25. If I should say, give me the book, should you 
think that I meant any particular book ? 

If I should say, give me a hook, you would hand me any 
book, no matter which. But if I should say, give me the 
book, you would suppose that I meant the book in your hand, 
or some other that we had been speaking of. 

26. What does the mean? Ans. The generally 
means this, that, these, or those. 

Thus when I say, give me the book, I mean, give me this 
book, or that book. So when I say, give me the books, I 
mean, give me these books, or those books. 

27. What do grammarians call the ? Ans. The 
definite article. [A defining adjective.] 

28. Why do they call the a definite article ? [De- 
fining adjective ?] Ans, Because it defines the 
noun, or points out the particular thing or things 
that are meant. 



IN ENGLISH GRAMMAR. 35 

29. Now, can you tell which words are articles? 

30. Are these all the articles there are? Ans. 
Yes. 

31. What are articles ? Ans. Articles are words 
placed before nouns, to limit their significations* 

32. Is the house proper ? 

. 33. Is the houses proper ? 

34. Is a houses proper ? What then ? 

35. Is a benches proper ? What then ? 

36. Why is it not proper to say a benches ? 

37. Of what number is a? 

38. Of what number is bench ? 

39. When two words are of the same number, 
what do we say about them ? Ans. We say that 
they agree- in number; that is, they are alike in 
number. 

Rule 1. — An or a must agree with nouns of the 
singular number only ; as, " A book, a man, an ox." 

The may agree with nouns of the singular or 
plural number ; as, " The garden, the houses." 

Note. — As an or a has in fact the same meaning that one 
has, it may be used whenever we can substitute in its place 
the word one without any impropriety. On this account, an 
or a sometimes qualifies a plural adjective, used as a collec- 
tive noun ; as, a hundred, a few, a thousand, a great many. 

RECAPITULATION.— ARTICLES. 

1. What are articles ? 

2. How many articles are there? Ans. Two. 

3. Name them. Ans. An or a, and the. 

4. W r hy do you call an and a but one article 1 
Ans. Because a is a contraction of an. 

5. What is the contraction of a word ? Ans. 
Making it shorter. 

6. When is an contracted into a ? 

7. Why is an contracted into a before conso- 
nants ? 

8. Why do you not change an into a before 
vowels? 



36 



INDUCTIVE EXERCISES 



9. Do you not use a before any of the vowels ? 

10. Which are they? 

11. Give the origin and signification of an. 

12. IVhat kind of an article do we call an or a ? 

13. Why do we call an or a an indefinite article ? 
Ans. Because it does not refer to any particular 
thing. 

14. What do we call the ? 

15. Why do we call the a definite article ? 

16. What other name is sometimes given to an, 
a, and the ? 

17. What rules have you for the agreement of 
articles ? 

18. Is there any exception to this - rule ? 



PARSING EXERCISES.— SECT. I. 

1. What is parsing ? Ans. Parsing is the di- 
viding of a sentence into the sorts of words which 
are contained in it. 

2. What is the use of parsing? Ans. By its 
use, learners are exercised to improve their know- 
ledge of grammar. 



LESSON I. 

A bush. 
An egg. 
The elements. 
A coat. 
The duty. 
An orange. 
The nest. 
A union. 
Thought. 
The queen. 
The horses. 
Richard. 
A lion. 



LESSON II. 

An apple. 
A lover. 
The glory. 
The houses. 
A hood. 
The nature. 
The singers. 
Memory. 
The ring. 
A question. 
Lucretia. 
The ladies. 
The beast. 



LESSON III. 

The lions. 
A bird. 
An owl. 
The money. 
A man. 
The brutes. 
A parent. 
The promises. 
George. 
Innocence. 
The men. 
France. 
An eagle. 



IN ENGLISH GRAMMAR. 



37 



LESSON IV. 

An acorn. 
A prospect. 
The designs. 
A landlord. 
The ravages. 
An uncle. 
The girls. 
The walks. 
A meadow. 
The boys. 
A university. 
The parents. 



LESSON V. 

The nation. 
An operation. 
A talent. 
The principles. 
Henry. 
Greatness. 
The laws. 
An island. 
Wisdom. 
Scholars. 
James. 
The women. 



LESSON VI. 

Happiness. 
Prosperity. 
Charles. 
A scholar. 
A divine. 
Goodness. 
Sarah. 

Washington. 
A fish. 
New-York. 
Boston. 
The mice. 



Example. — A bush. 

A is an indefinite article, [defining adjective,] 
agreeing with the noun bush. (An or a must agree, 
&c.) Bush is a common noun, (because ) 

of the singular number, (because ) of 

the neuter gender, (because ) in the 

nominative case, (because ) # 

Questions. — [To be proposed after parsing, con- 
cerning any noun.] — What would be the plural of 

? What would be the singular of 1 What 

feminine noun corresponds to ? 

LESSON VI. 

OF PRONOUNS. 

1. Who answers my questions ? Ans. I. 

2. Is the word /the name of any thing? 

3. Then is the word I a noun ? 



* It will be well for the pupil to be exercised in this method of pars- 
ing, until it is perfectly familiar. He may then omit those words con- 
tained in the parentheses. 

D 



38 INDUCTIVE EXERCISES 

4. Who is I? whom do you mean when you say i 

5. Then you use I for the noun . Now, 

can you tell of which sort of words, I is ? Ans. 
Pronoun. 

6. What does pro mean ? Ans. Pro means for. 

7. Then what does pronoun mean ? Ans. For 
a noun. 

8. Who asks you these questions ? 

9. Who is ? 

10. Then you use you for . Of which sort 

of words is you ? 

11. Why do you call you a pronoun? Ans. Be- 
cause, it is used for a noun. 

12. Would it not be as proper to say thou as it 
is to say you ? 

13. If thou and you are the same, of which sort 
of words is thou ? 

14. Why do you call thou a pronoun ? 

15. If I were to talk of a boy, and say that he 
learns, what would the Word he be used for ? 

16. Then of which sort of words is he ? Why ? 

17. If I were to speak of a girl, and say that she 
walks, what would the word she be used for ? 

18. Then of which sort of words is she ? 

19. If I were to speak of a book, and say it is a 
good one, what would the word it stand for ? 

20. Then of which sort of words is it ? 

21. Who answers my questions? 

22. Then which pronoun do you use in speaking 
of yourself? 

23. Who asks you these questions ? 

24. Then which pronoun do you use in speaking 
to a person ? 

Note. — In familiar discourse we use the word you in 
speaking to a person ; but in the solemn style, the word thou 
is preserved. 

25. Do we use the word you in the solemn style ? 



IN ENGLISH GRAMMAR. 39 

26. Which pronoun would you use, if you were 
speaking about a person if male ? 

27. Which if speaking about a person if female ? 

28. Which if speaking about a thing ? 

29. Now name the pronouns. Ans. I, thou, and 
you ; he, she, and it. 

30. Of what gender is he ? Why? She? It? 

LESSON VII. . 

OF THE NUMBER OF PRONOUNS. 

1. How many does the word /mean ? 

2. Then of what number is I? 

3. If there were two of you reciting, would you 
say 1" recite 1 What then ? 

4. What does the word we stand : for ? Ans. 
Those who recite. 

5. Then of which sort of words is we ? Why ? 

6. Of what number is we ? Why? 

7. If I were -to speak to one, and say you recite, 
of what number is you ? 

8. Would that be in the familiar or solemn style ? 

9. How should I say it, if I spoke in the solemn 
style ? 

*10. Of what number is thou ? Why ? 

11. If I were to speak to more than one, and 
say you recite, of what number is you ? 

Note. — In speaking of more than one in solemn style, we 
say ye ; as, ye recite. 

12. In speaking to more than one in the solemn 
style, should I say you write ? 

13. Of which sort of words is you ? Why ? 

14. Of what number is ye or you ? 

15. Sometime ago, we were speaking of a boy, 
and said he learns ; of what number is he ? 

16. Would you say he learns, if there were more 
than one bov 1 What then ? 



40 INDUCTIVE EXERCISES 

17. What would the word they stand for? 

18. Then of which sort of words is they ? 

19. Of what number is they ? 

20. We were speaking of a girl, and said she 
walks ; of what number is she ? 

21. Would you say she walks, if there were more 
than one girl ? What then ? 

22. We spoke of a book, and said it was a good 
one ; of what number is it ? 

23. Would you say it was a good one, if there 
were more than one ? What then ? 

24. Which pronoun would you use, if you were 
speaking of yourself? 

25. Which if more than one ? 

26. Which if you were speaking to a person 1 

27. Which if speaking to more than one ? 

28. Which if you were speaking about a person 
if male? Which if female? Which if neither? 

29. Which if speaking about more than one? 

30. Now name the pronouns in the singular? 

31. Name them in the plural? Ans. We, ye, 
or you, they. 

LESSON VIIT. 

OF THE PERSONS OF PRONOUNS. 

1. When you speak of yourself, of what person 
is the pronoun? Ans. Of the first person. 

2. Which pronoun do you use in speaking of 
yourself? 

3. Then which pronoun is of the first person 
singular ? 

4. Which pronoun of the first person plural ? 

5. When is a pronoun of the first person ? 

6. When you speak to any person, of what per- 
son is the pronoun ? Ans. Of the second person. 

7. Which pronoun do you use in speaking to a 
person ? 



IN ENGLISH GRAMMAR. 41 

8. Then which pronouns are of the second per- 
son singular 1 

9. Which pronouns are of the second person 

plural ? 

10. When is a pronoun of the second person i 

11. When you speak about a person, of what 
person is the pronoun? Ans. Of the third person. 

12. Which pronouns do you use in speaking 
about persons and things ? 

13. Then which pronouns are of the third per- 
son singular ? 

14. Which of the third person plural? 

15. When is a pronoun of the third person? 

The pupil may easily understand the persons, 
when he reflects," that the person speaking thinks 
more of himself than of any other. He is there- 
fore, the first person. As the person with whom 
he is conversing is present ; the speaker, as a mat- 
| ter of civility, will treat him with more respect 
than he will" those whom he is conversing about. 
The person spoken to, is therefore the second per- 
son. Those persons or things that are the objects 
of conversation, are of course the third persons. 

16. What kind of pronouns are /, thou, he, she, 
I it, we, ye, you and they called ? Ans. Personal 

pronouns. 

17. Why are they called personal pronouns? 
1 Jfns. Because they are always of the same person. 

18. If I sav John was there, of what person is 
John? Why? 

19. If I sav John, come here, of what person is 
John? Why? 

20. If I say, I, John, saw these things, of what 
person is John ? Why ? 

d 2 



42 INDUCTIVE EXERCISES 



OF NOUNS AGREEING IN CASE. 

1. If I should say Paul wrote a letter, would you 
know what Paul I meant ? 

2. If I should say Paul the apostle wrote a letter, 
would you know what Paul I meant ? 

Yes, there are more Pauls than one ; but there was only 
one Paul that was an apostle. Now, as there were more 
Pauls than one, if I say Paul, you would not know which I 
meant. On this account, I say it is the apostle ; and this 
shows you what Paul I mean. This we call specifying ; 
that is, pointing out which. 

3. When I say Paul the apostle, do both Paul 
and apostle mean the same ? 

4. Then should they not both be in the same 
case? 

5. When two words are in the same case, what 
do we say about them ? Ans. We say that they 
agree in case ; that is, they are alike in case. 

6. You say that Paul and apostle, both mean the 
same thing. Then why do we use both words ? 
Ans. We use one to specify the other ; that is, to 
show which Paul, or which apostle we mean. 

7. What do we mean, when we say, one noun 
specifies another ? 

Rule 2. — Two or more nouns or pronouns, sig- 
nifying the same thing, agree in case ; as, " Paul 
the apostle ;" " Thou tyrant ,-" " Cicero the orator*, 
philosopher, and statesman." 

Or, the following, which is better : 

Rule 2. — When one noun or pronoun specifies 
another noun or pronoun, signifying the same thing, 
both must be in the same case ; as, " Paul the 
apostle ;" " Thou tyrant" " Cicero, the orator, 
philosopher, and statesman" 



IN ENGLISH GRAMMAR. 



43 



Note. — Those words that agree in case, always agree in 
person, and generally in number. But sometimes a plural 
pronoun is joined to a collective noun in the singular ; as, 
" We the committee" 



PARSING EXERCISES.— SECT. II. 



LESSON 7. 

Paul the apostle. 
John the baptist. 
Francis the duke. 
George the king. 
Dyonisius the tyrant. 
Thomas the nephew. 
Shakspeare the poet. 
James the king. 
Rollin the historian. 
John the scholar. 



LESSON 8. 

The emperor Bonaparte. 
Cicero the orator. 
Plato the philosopher. 
Murray the grammarian. 
Alexander the conqueror. 
Washington the generaL 
Caesar the emperor. 
The name rogue. 
The vice drunkenness. 
The virtue modesty. 



lesson 9. 

King James. 
Pope Leo. 

The inheritance liberty. 
James the monitor. 
Cowper the poet. 
King George. 
Queen Anne. 
Princess Charlotte. 
Baron Trenck. 
General Warren. 
Prince Leopold. 
Commodore Decatur. 



lesson 10. 

The tune Northampton. 
Walker the philologist. 
The endowment wisdom. 
The horse Eclipse. 
The ex-president Monroe. 
George Washington.* 
John Adams. 
Thomas Jefferson. 
James Madison. 
James Monroe. 
John Q. Adams. 
Andrew Jackson. 



* Such names as George Washington may be considered, either as 
compound names, or as two names specifying one another. But as 
they are compounded for the purpose of specifying the individual, it 
seems more proper to parse them in that way. 




44 INDUCTIVE EXERCISES 

LESSON 11. LESSON 12. 

I Paul. You the learner. 

We the committee. He the inspector. 

They the heroes. You rogue. 

We the jury. Ye savages. 

You scholars. Thou traitor. 

Thou tyrant. I myself.* 

Ye vipers. He himself. 

She the queen. Sarah herself. 

1 the teacher. We ourselves. 

Ye spectators. The rulers themselves. 

Example. — Paul the apostle. 

Paul is a proper noun, of the third person, (be- 
cause ) singular, masculine gender, 
nominative case. The is a definite article, agree- 
ing with apostle. (The may agree, &c.) Apostle is 
a common noun, of the third person, (because 

) singular, masculine gender, and in the 
nominative case, agreeing with Paul. {Two or 
more nouns, Sec. ; or, When one noun or pronoun, 

4*) 

LESSON IX. 

OF THE POSSESSIVE CASE. 

O 3 Some grammarians suppose that possessives are 
merely adjectives. Reasons for and against this supposition 
will be given in my larger work. 

1. If you own that book, whose is it ? 

2. What does the word mine stand for ? 

3. Then of which sort of words is mine ? Why ? 

4. If you are the owner or possessor of it, in 
what case is mine ? Ans. Possessive case. 



* Self is added to a pronoun for the sake of emphasis. Myself, him- 
self, &.C. are called compound personal pronouns, and always agree 
with the noun or pronoun which they emphasize. 



IN ENGLISH GRAMMAR. 45 

5. What does possessive mean ? Ans. Owning 
or possessing. 

6. This is my book; what does my stand for? 

7. Then of which sort of words is my ? Why ? 

8. If this is my book, in what case is my ? Why ? 

9. Do my and mine mean the same ? 

Note. — My and mine have in reality the same meaning ; 
but custom has established a difference in the use of them. 
It is this : when the possessive goes before the noun, it must 
be written my ; as, " It is my book :" but if the possessive 
goes after the noun, it must be written mine ; as, " The book 
is mine" 

10. Do you use my or mine before the noun? 

11. Which do you use after the noun? 

12. Of what person are my and mine ? Why? 

1 3. Of what number are my and mine ? Why ? 

14. Now can you tell what the possessive of the 
first person singular is ? 

15. If you wished to tell me that this book is 
mine, whose would you say it is ? 

Note.— You would say it is yours, or, it is your book. 
Your and yours have the same meaning, but a different use ; 
as was observed of my and mine. Your goes before the 
noun, and yours after it. 

16. Do you use your or yours before the noun? 

17. Which do you use after the noun? 

18. Of which sort of words axe your and yours ? 

19. Of what person are your and yours ? 

Note. — Your and yours may be either in the singular or 
plural number. 

20. In what case are your and yours ? Why? 

21. That is thy book; or that book is thine ; of 
which sort of words are thy and thine 1 Why ? 

22. Of what person and number are thy and 
thine ? 

23. In what case? Why? 

24. Now can you tell what the possessive of the 
second person singular is ? 



46 INDUCTIVE EXERCISES 

Note. — The same remarks apply to thy and thine, as to 
your and yours. Thy is • used before the noun ; as, " Thy 
book ;" and thine after it ; as, " The book is thine." 

25. Do you use thy or thine before the noun ? 

26. Which do you use after the noun ? 

27. ' That book is his ; of which sort of words is 
his? Why? 

28. Of what person and number is his ? 

29. In what case? Why? 

30. Of what gender ? Why ? 

31. Now can you tell what the possessive of 
the third person singular masculine is ? 

32. That is her book ; or that book is hers; of 
which sort of words are her and hers ? Why ? 

33. Of what person and number are they ? 

34. In what case ? Why ? 

35. Of what gender ? Why? 

36. Now can you tell what the possessive of the 
third person singular feminine is ? 

Note. — Her and hers are subject to different uses ; her 
going before nouns ; as, " Her book ;" and hers going after 
nouns ; as, " It is hers." 

37. Do you use her or hers before the noun ? 

38. Which do you use after the noun ? 

39. This is our study ; or this study is ours; of 
which sort of words are our and ours ? Why ? 

Note. — Our before nouns ; ours after them. 

40. Of what person and number are our and ours ? 

41. In what case ? Why ? 

42. Now can you tell what the possessive of the 
first person plural is ? 

43. What is the possessive of the second person 
plural? (See question 19.) 

44. Grammar is their study; or tbat study is 
theirs ; of which sort of words are their and theirs ? 

Note. — Their before nouns; theirs after them. 

45. Of what person and number is their or theirs? 



IN ENGLISH GRAMMAR. 47 

46. In what case ? Why ? 

47. Now can you tell what the possessive of the 
third person plural is ? 

48. That book is Samuel's ; in what case is Sa- 
mueVs? Why ? 

49. He had George's hat? in what case is 
George's ? How do you know ? 

50. Of which sort of words is George ? Why ? 

51. What is the possessive of the noun George ? 

52. What is that little comma before the s in 
George's called ? Ans. An apostrophe. 

53. Then what do nouns end with, when they 
are in the possessive case ? 

54. What is the possessive of Henry, Sarah, Pe- 
ter, nation, public, James, governor, master, horse, 
goose, girl, man, woman ? 

Note. — When the plural ends with s, we add only the 
apostrophe ; as, " The girls' school." This is done because 
the additional s would render the sound disagreeable. 

55. Do we add s for the possessive, when the 
noun ends with s ? Why 1 

56. What do we add when the noun ends with 5 ? 

57. What is the possessive of boys, teachers, 
pupils, parents, sons, daughters, friends, fyc. ? 

Note. — Sentences, implying possession, may also be ex- 
pressed by the use of the word of; as, "The reward of vir- 
tue ;" for, " Virtue's reward." 

58. How may the expression of sentences in the 
possessive case be altered ? 

59. Give another form of expression to the fol- 
lowing sentences : My father's house ; Virtue's re- 
ward; The girls' school .; &c. (See page 50.) 

60. Is brother house proper? What then? 

61. Is Peter cane proper? What then? 

62. Why is it not proper to say Peter cane ? 

63. When one word requires another to be put 



48 INDUCTIVE EXERCISES 

in a different ease, what do we say about it ? Ans. 
That it governs it in case ; that is, it requires it to 
be in some particular case. 

64. When I say, this is Peter's cane, why do I 
use the word Peter's ? Ans. To , specify which 
cane is meant. 

65. Then of what use are nouns and pronouns 
in the possessive case? Ans. To specify other 
nouns. 

Rule 3. — The name of the thing possessed go- 
verns the name of the possessor, in the possessive 
case; as, " Virtue's reward;" "This is John's 
book." 

Nouns govern pronouns in the possessive case : 
as, "My father;" "This book is mine;" "That 
book is his ;" " Her employment." 

Or the following, which is preferable : 

Rule 3. — When a noun or pronoun specifies 
another noun, signifying a different thing, it must 
be in the possessive case; as, " Virtue's reward;" 
" This is John's book ;" " That book is his ;" " Her 
employment." 

Note.— Sometimes when one noun specifies another sig- 
nifying the same thing ; the first noun has not the sign of 
the possessive ; as, " For David my servant's sake." This 
forms an exception to Rule 2. 

RECAPITULATION— PRONOUNS. 

1. What are pronouns? Ans. Pronouns are 
words used instead of nouns. 

2. Which are the personal pronouns ? 

3. Why do we call them personal pronouns ? 

4. Which pronouns denote gender ? Ans. He, 
she and it. 

5. Name their gender. 



IN ENGLISH GRAMMAR. 49 

6. How many numbers have pronouns ? 

7. Which pronouns are of the singular number ? 

8. Which pronouns are of the plural number ? 

9. Of what number is you in familiar discourse ? 
Ans. Singular or plural. 

10. How do the variations of persons distinguish 
nouns and pronouns ? Ans. As denoting the per- 
son speaking, or the person spoken to, or the per- 
son spoken of. 

1 1 . How many persons have nouns and pronouns ? 

12. Name them. 

1 , 13. What does the first person denote ? 

14. Which pronouns are of the first person? 

15. What does the second person denote? 

16. Which pronouns are of the second person? 

17. What does the third person denote? 

18. Which pronouns are of the third person? 

19. What rule have we for two or more nouns 
imeaning the same thing, when one specifies the 
other? 

20. What do we mean by the word specify ? 

21. What does case signify? 

22. What condition does the possessive case de- 
note ? 

Note. — The possessive case does not always signify pos- 
session ; as, " He manufactures ladies' shoes." But as in 
such sentences, a future possession is intended, the possessive 
; form seems best calculated for the purpose of specification. 

23. How do we form the possessive case of 
nouns ? 

i 24. How do you form the possessive, when the 
plural ends with s? 

25. What rule have you for the possessive case ? 

26. What do we call these alterations in the 
spelling of words ? Ans. Variations. 

27. For what are nouns varied ? Ans. To ex- 
press person, number, gender, and case. 

K 



50 



INDUCTIVE EXERCISES 



PARSING EXERCISES.— SECT. III. 



LESSON 13. 



My father's house. 
Virtue's reward. 
The girls' school. . 
The people's rights. 
Moses' rod. 
Goodness' sake. 
The king's crown. 
Their brother's house. 
A fish's head. 
Your birthday's feast. 
Her parents' wishes. 



His friend's disgrace. 

A man's life. 

A person's ability. 

The bookseller's store. 

His brother's wife. 

Men's vices. 

Our country's rights. 

The nobles' design. 

The boy's kite. 

Thy book. 

Their daughters' studies. 



LESSON 14. 



JMy children's rights 
A lawyer's plea. 
My desire. 
His intention. 
Your words. 
Thy actions. 
Our .ancestors' toil. 
A moment's trial. 
Our parent's wish. 
His brother's houses 
Our request. 
Its motions. 



Their task. 

The princess's robe. 

Their progeny. 

Evening's entertainment. 

My sister's hat. 

The children's wish. 

Her employment. 

My hand. 

Thy custom. 

The duke's land. 

The debtor's gaol. 

Knox's essays. 
Example. — My father's house. 
My is a personal pronoun, of the first person, sin- 
gular, and in the possessive case, (because ) 
governed by fathers. {Nouns govern, <fyc.) Fa- 
ther's is a common noun, of the third person, singu- 
lar, masculine gender, and in the possessive case, 
(because ) governed by house. (The name 
of the thing possessed, tyc.) House is a common 
noun, of the third person, singular, neuter gender, 
and in the nominative case. 



IN ENGLISH GRAMMAR. 51 

Questions. — What is the nominative of 



What is the possessive of- ? What is the sin- 
gular of ? What is the plural of ? 

FALSE GRAMMAR. 

Thy ancestors virtue is not thine. 

His brothers offence will not condemn him. 

Mans chief good is an upright mind. 

Moses rod was turned into a serpent. 

A mans manner's often effect his fortune. 

This is not ourn but yourn. 

These paper's are our's. 

This is hisen, and this is hern. 

This privilege is not their's, any more than it is 
your'e or our's. 
Example. — Thy ancestors, virtue, &c. 

There is a violation of grammar in the word an- 
cestors. As it has a different meaning from virtue, 
which if specifies, it must be in the possessive case ; 
according to the rule which says, When a noun or 
pronoun specifies, Spc. 

"LESSON X. 

OF ADJECTIVES. 

1. What do you sit on? Ans. A seat. 

2. What kind of a seat? Ans. A wooden seat. 

3. Of Avhich sort of words is wooden ? Ans. 
Adjectives. 

4. What does adjective mean? Ans. Adding 
or joining to. 

Thus, when I say a wooden seat, 1 add the meaning of 
wood to the meaning of seat ; so that it is both a seat and 
wood. 

5. When one thing is added or put into another, 
what is the thing that is so joined generally called? 
Ans. A quality, or property. 

6. What does quality mean ? Ans. Something 
that shows the kind or sort. 



52 INDUCTIVE EXERCISES 

7. What does property mean ? Ans. Something 
that belongs to another thing. 

Thus when I say, a good man; the word good shows what 
kind of a man he is ; or it shows that the property goodness 
belongs to the man. So we say good is an adjective, because 
it shows that the quality or property, goodness, is added to 
the thing, man. 

8. Now what is an adjective ? Ans. An adjec- 
tive is a word, added to a noun, to express some 
quality belonging to the thing, for which the noun 
stands. 

Note. — There are some adjectives which define or limit 
their nouns to some particular thing or things. (See page 59.) 

9. What kind of a house is this ? 

10. Of which sort of words is 



11. How do you know that is an adjective ? 

Ans. Because it qualifies house; that is, it tells 
what kind of a house it is. 

12. Of which sort of words is fire ? Why ? 

13. If I say a pleasant fire, of which. sort of 
words is pleasant ? Why 1 

14. What quality does it join to fire ? Ans. The 
quality of pleasantness. 

15. Of which sort of words is man ? 

16. If I say a wise man, of which sort of words 
is wise ? 

17. What quality does it join to man? Ans. 
Wisdom. 

1 8. Of which sort of words is sky ? 

19. If I say a clear sky, of which sort of words 
is clear? 

20. What quality does it join to sky ? Ans* 
Clearness. 

21. Of which sort of words is country ? 

22. If I say my native country, of which sort of 
words is native ? 



IN ENGLISH GRAMMAR. 53 

23. What quality does it join to country ? Ans. 
nativity. 

24. Of which sort of words is creature ? 

25. If I say a noble creature, of which sort of 
words is noble ? 

26. What quality does it join to creature ? Ans. 
Nobleness. 

27. What thing can you speak of? 1 Let these 

28. What kind of a ? ! questions 

29. Of which sort of words is ? j be re- 

30. What quality does it join to ?-J peated.* 

LESSON XL 

MENTAL EXERCISES WITH ADJECTIVES. 

1. Put as many qualities as you can to stone, 
house, field, wood, thing, horse, street, fence, man, 
woman, prospect, hill, book, song, strength, wisdom, 
play, mind, opinion, judgment, long, country, na- 
tion, posterity, change, thought, multitude, rage, 
Tdlour, sound, life, invention, affection, &c. 

2. Join to a different noun each of the following 
qualities. Great, small, noble, brave, simple, fool- 
ish, awful, sublime, pleasant, modest, kind, public, 
firm, vain, pompous, extravagant, mean, base, vul- 
gar, hostile, monstrous, excellent, handsome, lonely, 
mortal, famous, infamous, popular, trusty, tall, long, 
immense, beautiful, elegant, artful, sacred, rural, 
rustic, critical, polite, frantic, vast, sonorous, valo- 
rous, &c. 

3. Tell what qualities are expressed by the ad- 
jectives in the last question : viz. great, <$pc. 

4. Let the pupil form sentences containing ad- 
jectives ; at the same time designating which word 
is the adjective, and what quality it expresses. 

* Whenever this direction is given to the teacher, the questions 
ghtiaUi be' repeated till each papil has answered them once or twice. 
E 2 






54 INDUCTIVE EXERCISES 

Note. — The construction of sentences, containing adjec- 
tives may frequently he changed ; as, instead of saying a 
wise man, we may say a man of wisdom, 

5. Change the construction of the following sen- 
tences : Good intentions, sincere attachment, mo- 
dest scholar, popular school, a sublime thought, 
brave man, rustic manners, useful questions, useful 
occupations, &c. 

LESSON XII. 

OP THE COMPARATIVE DEGREE. 

1. [Holding up two books of different sizes.~\ 
How does this book differ from that ? Ans. It is 
larger, 

2. Of which sort of words is larger ? Why ? 

3. How do you know that one book is larger than 
the other t Ans. By comparing them. 

4. What is the word larger altered from? 

5. Then the word larger is a variation of the 
word large ; what is that variation for ? Ans. To 
show comparison. 

6. Then what do we call that variation? Ans* 
We call it the variation of comparison. 

7. In what degree of comparison is larger ? Ans. 
In the comparative degree. 

8. What does comparative mean? Ans. Com- 
parative means comparing. 

9. Then why is larger in the comparative de- 
gree ? Ans. Because, it shows that we make a 
comparison. 

10. This is smaller than that ; in what degree of 
comparison is smaller ? Ans. Comparative. Why ? 

11. Now can you tell when an adjective must be 
in the comparative degree? Ans. Yes. When it 
compares by showing that it means more or less. 



IN ENGLISH GRAlJOfAR. 55 

12. What do larger and smaller end with? 
Ans. With er. 

13. Then in what degree of comparison is an 
adjective, when it ends with er ? 

14. What does steadier end with ? 

15. In what degree of comparison is steadier ? 

16. What does longer end with? 

17. In what degree of comparison is longer ? 

18. Would you say, that this boy is industriouser 
than that ? What then ? 

19. Then if you use more industrious instead of 
industriouser, do not they both mean the same ? 

20. In what degree of comparison would indus- 
triouser be ? 

21. Then if you use more industrious instead of 
industriouser, in what degree of comparison is more 
industrious ? 

22. Do you add er to industrious to make it in 
the comparative degree ? 

23. How then do you alter industrious to make 
it in the comparative degree? Ans. We put the 
word more before it. 

Note. — Thus you see that we sometimes form the com- 
parative degree by putting more before it. Formerly, it is 
supposed that this word was placed after the adjective; as, 
wise more ; but, that gradually for the sake of sound, and 
rapidity of speaking, more was contracted into er. So, when 
we say, warmer, we mean warm-more. But this contraction 
would not generally benefit the sound in words of more than 
one syllable. In them, therefore, more was retained, but 
placed before the adjective ; as, more industrious. 

24. From what is it supposed that the termina- 
tion er at the end of adjectives is derived ? 

25. If you say he is less industrious, in what 
degree of comparison is less industrious ? Ans. 
Comparative. 

26. Why is less industrious in the comparative 
degree ?* 



56 INDUCTIVE EXERCISES 

27. How do you alter the adjective in this ex- 
ample to form the comparative degree ? 

28. Now you have found two other methods of 
forming the comparative, besides that of adding er. 
What are those methods ? 

29. In what degree of comparison is wider ? 
Why ? 

30. How do you know that it compares ? 

31. In what degree of comparison is more windy ? 
Why? 

32. How do you know that it compares? 

33. In what degree of comparison is shorter? 
How do you know ? Greater ? How do you know ? 
Less pleasant ? How do you know ? Thicker ? 
Less windy ? Less tender ? Higher ? Lower ? 
More noble ? Earlier ? More lovely ? Less amia- 
ble ? Later ? Blacker ? More worthy ? More 
slender ? More earnest ? Less wonderful ? 

LESSON XIII. 

OF THE SUPERLATIVE DEGREE. 

1. Suppose I say, this is the largest book that I 
have ; in what degree of comparison is largest ? 
Ans. In the superlative degree. 

2. What does superlative mean ? Ans. Exceed- 
ing all. 

3. Then why is largest in the superlative degree ? 
Ans. Because it exceeds all in largeness. 

4. This is the smallest ; in what degree of com- 
parison is smallest. ? Ans. Superlative. Why ? 

5. Now can you tell when an adjective must be 
in the superlative degree? Ans. Yes. When it 
shows that the thing which it qualifies, exceeds 
in that quality all other things of which we are 
speaking. 



IN ENGLISH GRAMMAR. 57 

6. What do largest and smallest end with ? Ans. 
es£. 

7. Then in what degree of comparison is an ad- 
jective when it ends with est? 

8. What does strongest end with ? 

9. In what degree of comparison is strongest ? 

10. What does wisest end with ? 

11. In what degree of comparison is zvisest ? 

12. Would you say, that this pupil is the studi- 
ousest of all pupils ? What then ? 

13. Then if you use most studious instead of 
studiousest, do not they both mean the same ? 

14. In what degree of comparison would studi- 
ousest be 1 . 

15. Then if you use most studious instead of 
studiousest, in what degree of comparison is most 
studious ? 

16. Do you add est to studious to make it in the 
superlative degree ? 

17. How then do you alter studious to make it 
in the superlative degree ? 

Note. — It has been stated, that it is supposed that more 
was formerly placed after the adjective ; as, wise move. It 
is also supposed that it was the same case with most, What 
serves to establish this opinion, is, that this practice as it je- 
gards most is still retained in the words upper-most under- 
most, fore-most, Jiind-most,- &fc. Former is probably a con- 
traction of fore more. But now, when more and most follow 
words of one syllable, they are contracted, more into er, and 
most into est ; wiser, {imsemore ;) wisest (wisemost.) But. 
in words of more syllables than one, the whole word is pla^d 
first; as, more industrious ; most industrious. 

18. From what is it supposed that J*0 termina- 
tion est at the end of adjectives i». derived? 

19. Suppose you say he if the least virtuous ; in 
what degree of comp^son is least virtuous ? 

■ 20. How <lu you alter the adjective in this exam- 
ple to make the superlative ? . 



58 INDUCTIVE EXERCISES 

21. Now can you tell in what other ways the su- 
perlative degree is formed, besides the adding of est? 

22. In what degree of comparison is latest ? 
Why ? How do you know ? 

23. In what degree of comparison is most plea- 
sant ? Why ? 

24. How do you know ? 

25. In what degree of comparison is noblest ? 
How do you know ? Least pleasant ? How do you 
know ? Longest ? Mildest ? Most pliant ? Sweet- 
est ? Sourest ? Most studious ? Least venerable ? 
Tamest ? Greatest ? Least verdant ? Vilest ? Most 
fruitful ? Least beautiful ? Whitest ? Most horrid t 

LESSON XIV. 

OF THE POSITIVE DEGREE. 

1. In what degree of comparison is an adjective, 
when it expresses a quality without showing any 
comparison ? Ans. In the positive degree, 

2. What does positive mean ? Ans. Placed or 
fixed. 

Thus, when I say, a large wan, the meaning of the adjec- 
tve is fixed or settled ; that is, it is not altered in meaning 
to Express either more or less. 

o. If the meaning is not altered must we alter 
the form of it I 

4. Now, in what degree of comparison is an ad- 
jective, when the form is not altered ? 

5 * Is the form of the word warm altered? 

6* ^hen in what degree of comparison is warm ? 

7. In w^at degree of comparison is strong, 
stronger, tall, J 'shiest, serenest, shady, happy, more 
frequent, plainer, fai, G ^ fragrant, most peaceful, 
more boisterous, severest, m^o diligent, warmer, 
open, more gloomy, most careless, temperate, good, 
better, best, bad, worse, worst, little, less, least, much? 



IN ENGLISH GRAMMAR. 59 

8. Compare wise. Ans. Positive wise ; compa- 
rative, wiser ; superlative wisest. 

9. Compare great, fine, moderate, short, favora- 
ble, industrious, verdant, obedient, diligent, noble, 
profiigate, warm, sweet, virtuous, fair, open, fruit- 
ful, harmonious, long, bright, amiable, disinterest- 
ed, tall, white, grateful, deep, studious, strong, feeble. 

LESSON XV. 

OF DEFINING ADJECTIVES. 

1. When I say a good book, do I limit the name 
book to any particular book ? 

2. When I say a great horse, do I limit the name 
horse to any particular horse ? 

3. When I say a pleasant fire, do I limit the 
name fire to any particular fire ? 

4. When I say handsome trees, do I limit the 
name trees to any particular number of trees 1 

5. When I say fine houses, do I limit the name 
houses to any particular number of houses ? 

6. When I say this book, do I limit the name 
book to any particular book ? 

7. When I say that horse, do I limit the name 
horse to any particular horse 1 

8. When I say both trees, do I limit the name 
trees to any particular number of trees ? 

9. When I say two houses, do I limit the name 
houses to any particular number of houses ? 

10. When I say every man, do I limit the name 
man to any particular number of men ? 

11. What kind of adjectives are such adjectives 
as this, that, both, two, every, &c. Ans. Defining 
adjectives. 

12. Why are they called defining adjectives ? 
Ans. Because, they limit or define the use of those 
nouns, which they qualify. 



60 INDUCTIVE EXERCISES 

13. Can those defining adjectives, which limit 
nouns to some particular number, be sometimes of 
one number, and sometimes of another? 

14. Then must they not always be of the same 
number ? 

15. What are those defining adjectives called, 
which may be written with figures ; such as, one, 
tivo, three, &£.? Ans. Numeral adjectives. 

16. ¥/hy? Ans. Because they are used in num- 
bering. 

17. What are all other defining adjectives called ; 
such as, this, that, every, many, &c. ? Ans. Pro- 
nominal adjectives. 

18. Why are they called pronominal adjectives? 
Ans. Because they are sometimes used as pronouns. 

19. What are those adjectives called, which are 
not used as defining adjectives ? Ans. Describing 
adjectives. 

20. Why are they called describing adjectives ? 
Because they are used to describe things. 

21. Is one boohs proper? What then? 

22. Is two book proper ? What then ? 

23. Is this privileges proper ? What then ? 

24. Is that houses proper ? Yv^hat then ? 

25. Is these man proper ? What then ? 

26. Is those horse proper? What then ? 

27. Is each propositions proper ? What then ? 

28. Is every principles proper ? What then 1 

29. Is either nations proper? What then? 

30. Is neither actions proper ? What then ? 

31. Is another prospects proper? What then? 

32. Is few command proper ? What then ? 

33. Is many war proper ? What then ? 

34. Is both part proper? What then ? 

35. Is several pen proper ? What then ? 

36. Is twenty foot proper? What then? 

37. Is a hundred mile, proper ? What then ? 



IN ENGLISH GRAMMAR. 6i 

Rule 4. — Adjectives must agree in number with 
those nouns or pronouns which they qualify ; as, 
This book, many words, one man, good pens.* 

Note. — Every adjective agrees with some noun or pro- 
noun in person, number, gender, and case ; but, as the adjec- 
tive is not varied to express these properties, we never name 
them in parsing ; but consider them the same as in the nouns 
to which the adjectives belong. In parsing those adjectives, 
which express their number, by their form, we generally 
mention it. 

RECAPITULATION.— AD JECTIVES. 

1. What is an adjective 1 

2. How many kinds of adjectives are there ? 

3. Name them. 

4. What are describing adjectives ? 

5. What are defining adjectives ? 

6. Are adjectives varied to express person, num- 
ber, gender, and case 1 Ans. They are not. 

7. Are they varied at all 1 

8. What are they varied to express ? Ans. Dif- 
ferent degrees of quality. 

9. What is that variation called 1 

10. How many degrees of comparison are there ? 
Ans. Three. 

11. Name them. Ans. Positive, comparative, 
and superlative. 

12. What does the positive degree express! 
Ans. The positive degree expresses merely a 
quality, without any variation to denote more or 
less ; as, a warm fire. 

13. What does the comparative degree express ? 
Ans. The comparative degree expresses a quality 
of an object, as exceeding the same quality in an 
other object ; as, " This fire is warmer than that." 

* The word many has sometimes the force of a collective noun. 
When so used, it is not subject to this rule : as " many a man." 

F 



62 INDUCTIVE EXERCISES 

14. What does the superlative degree express? 
Ans. The superlative degree expresses the quality 
of an object, as exceeding the same quality of all 
other objects of which we are conversing; as, "He 
is the tallest of all." 

15. How is the comparative degree formed? 
Ans. By the word more. 

16. How is the superlative degree formed ? Ans. 
By the word most. 

Note. — Most is sometimes used to express a very high de- 
gree, without reference to any other object : as, " Most ex- 
cellent Sir." It is then called the superlative absolute. 

17. When are more and most put before adjec- 
tives to form the comparative and superlative de- 
grees ? 

18. How do you form the comparative and su- 
perlative degrees by more and most in words of 
only one syllable ? 

19. Are the comparative and superlative degrees 
ever formed by any other words ? 

20. Have defining adjectives any comparison ? 
Ans. They have not. 

21. How many kinds of defining adjectives are 
there? Ans. Two, numeral and pronominal. 

22. What are numeral adjectives ? 

23. What are pronominal adjectives ? 

24. Give a list of defining adjectives. 

Note. — The following is a list of the principal defining 
adjectives. 1. The numeral adjectives, such as, one, two, 
first, second, &c. 2. Each, every, either, neither, this, that, 
these, those, some, other, another, any, one, none, all, whole, 
such, both, former, latter, few, many, more, most, several, same, 
which, whichever, whichsoever, what, whatever, whatsoever. 
To these may be added an or a, and the ; (See page 34.) Mr. 
Murray calls these words adjective pronouns ; some other 
grammarians call them pronominal adjectives; and some 
others think there is no good reason for classing them by 
themselves; and consider them merely adjectives. They 



IN ENGLISH GRAMMAR. 63 

appear to me to be a distinct class of words, called by Mr. 
Webster definitives ; but as they have the same use as ad- 
jectives, they may be classed with them. 

Definition and use of some of the Pronominal Ad- 
jectives. 

Each, every, and either, are derived probably from the 
same root. They have accordingly a similarity of significa- 
tion. But there is some diiference in their application, 
which should be noticed. 

Each, relates to two or more persons or things, and signifies 
every one of them taken separately ; as, " Each horse had 
its rider." 

Every, may be the compound of ever and each ; and ex- 
presses the idea of totality more strongly than it can be 
expressed by each; as, " Every horse had its rider." That 
is, " Ever or throughout, each horse hod its rider." 

Either, is probably the compound of each and there ; and 
relates to two or more persons or things, and signifies one of 
them to the exclusion of the others; as, " I have two knives; 
you may take either of them." 

Neither, is the. compound ne-either, not either ; as, " I will 
take neither." 

This and these refer to the last mentioned thing or things ; 
that and those, to the first mentioned. 

Any, refers to one or a small number of objects ; as, any 
man, any men. 

Another, is the compound of an, one, and other; as, another 
man, that is, one other. 

None, is the compound ne-one, not one. But it may be used 
in the plural. It is now always used after its noun; as, 
" Land me your knife ;" " I have none." 

The three following words belong in reality to this class. 

As, is primarily a defining adjective, signifying like, equal, 

' &c. It generally qualifies another adjective, or a part of 

i the sentence ; " He is as tall as I am ;" that is, " He is that 

j or like tall that I am." "Do as you were bid ;" that is, " like 

you were bid" 

So, is nearly synonymous with as ; and may be rendered 
generally by thai; as/' Why are you so long ; that is, " that 
' Ions'." 

Tkus > is equivalent tothis; and refers generally to the 
1 latter part of the sentence ; as, " Thus saith the Lord;" that 
' is, " This saith the Lord." 



64 INDUCTIVE EXERCISES 

PARSING EXERCISES— SECT. IV. 

Lesson 15. One dutiful child. Two great prin- 
ciples. A pleasant fire. A happier life. A good 
commission. An obdurate heart. A greater share. 
A later hour. Any man. Abetter employment. The 
happiest man. Both buildings. Several opinions. 

16. Their greatest desires. Either principle. 
Another proposition. Neither person. These al- 
lurements. Those noble thoughts. Few honest 
men. My children's duty. Our own* intrepid 
conduct. Each man's house. Johnson's vast mind. 
Ye noble men. His willing disposition. Thou 
haughty tyrant. 

17. Ye twinkling stars. The boy's chief design. 
Thou horrid monster. Murray's larger grammar. 
Johnson's big quarto dictionary. Some learned 
men. Any modern improvement. The former 
practice. His own good sense. Our most holy 
religion. Our own high-minded associates. 

18. The highest aim. His father's sister's house. 
My father's noble ancestors. The modest Virgil, 
the immortal poet. Every person's task. His own 
accusing conscience. What a noble action ! What 
angry speeches. What a lovely form. Which 
books. The whole truth. Such a time. Most 
men. The same books. 

Note.— Adjectives are sometimes used to define or describe 
other adjectives ; as, " A dark green coat." Sometimes they 
qualify an adjective and a noun. 

19. A dark green coat. A soft maple tree. Jet I 
black buttons. Cast iron stoves. Curled maple 
chairs. A snow white plume. Wrought iron 
spikes. The greatest earthly gift. A noble old 
man. A lovely young lady. A fine mahagony 
workstand. 

* Own is an adjective signifying possessed. 



IN ENGLISH GRAMMAR. 65 

20. A hundred men. [&e note, page 35.] A 
few buddings. A great many persons. A thou- 
sand miles. The wretched. [Adjectives are some- 
Umes used without nouns. In such cases they agree 
toiih nouns understood.'] The noble. Alexander 
%im Great. William the Fourth. Charles the 
Fnth. The valiant. The virtuous. 

" Note. — Some of the pronominal adjectives are varied like 
'iouns, and specified by other adjectives ; as, 

21. Another's choice. One's happiness. The 
'ormer's expectation. The latter's confidence. 

'[The great ones. Some others. One's own pro- 
perty. Others' expectations. Each other's obliga- 
ion. One another's fears. Some one's trial. Any 
pne's knowledge. Every one's hope. Such a one's 
[book. 

i Example. — One dutiful child. 

One is a defining adjective, (because ) 

of the singular number, and agrees with child. 
'(Adjectives must agree, &c.) Dutiful is an adjec- 
tive, (because ) a describing adjective, 
Vbecause ) in the positive degree, (be- 
jcause ) and agrees with child. (Adjec- 
tives must agree, &c.) Child is a common noun, 
of the third person, singular, of doubtful gender, 
and in the nominative case. 

Questions. — What is the positive degree of ? 

What is the comparative degree of ? What is 

Jjthe superlative degree of 1 

FALSE GRAMMAR. 

These sort of people are rather troublesome. 
Those kind of injuries are rather frequent. 
He lives ten mile from me. 
Those sort of favors did real injury. 
f 2 



66 INDUCTIVE EXERCISES 

A cord contains eight foot of wood. 

Things of these sort are easily understood. 

I have traveled this twenty years. 

I never read those sort of books. 

These kind of indulgence soften the mind. 

Neither parties were right. 

Example. — These sort of people, &c. 

There is a violation of grammar in the word 
these. As the noun sort, which it specifies, is in the 
singular number, we should use this, instead of 
these, according to the rule which says, Adjectives 
must agree, &c. 

LESSON XVI. 

OF VERBS. 

1. [Walking.] What do I do? 

2. Of which sort of words is walk ? Ans. A verb. 

3. Why is walk a verb ? Ans. Because it sig- 
nifies to do. 

4. [Standing.] What do I do now ? 

5. Of which sort of words is stand ? 

6. Why is stand a verb ? 

7. [Sitting.] What do I now ? 

8. Of which sort of words is sit ? 

9. Why is sit a verb ? 

10. What can you do? ^ T h 

11. Of which sort of words is ? $ 

peated so that each pupil may answer several times. 

12. I am : of which sort of words is am? 

13. Why is am a verb? Ans. Because it signi- 
fies to be. 

14. What is a verb ? Aiis. A verb is a word, or 
collection of words, that signifies to be or to do. 

15. By using the words the man, do I convey to 
the hearer any connected ideas ? 



IN ENGLISH GRAMMAR. 67 

By the use of the words the man, I merely let you know 
that I am thinking of some particular man ; but what I 
think about him ; that is, whether he is good, or bad, or 
whether he walks, or rides, or whatever he may do, I con- 
vey no information. 

16. By using the words the man walks, do I con- 
vey any information ? 

17. Of which sort of words is the word walks ? 
Thus you see that the moment we join a verb to a noun, 

we convey intelligence of our thoughts ; and without verbs, 
we can convey no connected ideas. 

18. Now can you' form a sentence without a 
verb, either expressed or understood ? 

Therefore, a verb is the name of an existence or action, 
expressed in such a manner as to show that it is connected 
with the agent who performs such existence or action. 

19. Now can you give another definition of the 
verb? 

20. What is the use of verbs ? Ans. To con- 
vey assertions* 

21. What primary assertion is conveyed in every 
verb ? Ans. That of existence. 

LESSON XVII. 

OF THE INDICATIVE MOOD AND THE TENSES. 

1. you have mentioned that the use of verbs is 
to convey assertions. Now, there are several man- 
ners of asserting ; what is manner called in gram- 
mar ? Ans. Manner is called mood* 

2. When you simply mention a thing, in what 
mood is the verb ? Ans. In the indicative mood. 

3. What does indicative mean ? Ans. Showing 
or mentioning. 

4. What does mood mean ? 

So the indicative mood means in a showing manner ; or 
mentioning manner, 

5. In what mood is / read ? Why ? He loves ? 



68 INDUCTIVE EXERCISES 

Why ? They write ? Why ? Yoii have 'recited 1 
Why ? 

6. When you assert that a thing is done, you can 
tell in what time it is done. Now in what time is 
I read ? Ans. Present time. 

7. What does present mean ? Ans. Now. 

8. In what time is he loves? Why? 

9. In what time is they write ? Why ? 

10. In what time is the man lives? Why.! 

1 1 . In what time is he thought ? Ans. Preterit. 

12. What does freterii mean ? Ans. Past. 

13. In what time is she read ? Why ? 

14. In what time is we moved ? Why ? 

15. In what time is I ioas reading ? Why ?■ 

16. What do gcammarians generally call the pre- 
terit ? Ans. Imperfect. 

17. What does imperfect mean? Ans. Nat com- 
pleted,. 

18. When I say he thought, is not the action 
completed? Ans. Yes. 

19. When I say / was reading, is the action com- 
pleted? Ans. No. 

Note. — If I say I worked yesterday, the sentence is past 
and completed ; but if I say / was working wlen he came, 
there is no particular intimation bat that I continued to 
work, even to the present moment. 

20. In what time is I do read ? Why ? 

21. In what time is he did walk ? Why ? 

22. in what time is / run, they thought, she 
learns, they completed, I imagined, he moves, he 
has, they have, he had, they spoke, we walk, I think, 
he supposes? 

He will, they may, I can, she must, I could, he 
might, we should, you shall, they would ? 

Q^T These two last lines may be used by those, 
who do not use the compound tenses. Those who 
do use the compound tenses may omit them. 



IN ENGLISH GRAMMAR. 69 

23. In what time is they have worked ? Ans. 
Perfect. [Or ,. present perfect.] 

24. What does perfect mean ? Ans. Completed.* 

25. What has the verb before it in this example ? 
Look and see. 

26. Would you say he have worked ? What then ? 

27. What has the verb before it in this example ? 

28. Now can you tell what the verb has before 
it when the time is perfect ? 

29. What are have and has called ? Ans. Aux- 
iliaries, or helping verbs. 

30. Why are have and has called auxiliaries? 
Ans. Because they help to make the perfect time. 

31. Would you say he studied yesterday, or he 
has studied yesterday ? 

32. In what time would that be ? 

33. Would you say he studied to-day, or he has 
studied to-day ? 

34. In what time would that be? 

35. In what time is I had resigned ? Ans. Plu- 
perfect. [Or, past perfect.] 

36. What does pluperfect mean? Ans. More 
than completed. 

Note. — If I say i" had resigned before, he came, the ex- 
pression shows that the action is not" only completed, but 
was also completed in a past period of time, denoted by ano- 
ther past action; that is, before he came. 

37. What has the verb before it when the time 
is pluperfect 1 Look and see. 

38. What is had called? Ans. An Auxiliary. 

39. Why is had called an auxiliary ? 

40. In what time is he had spoken ? 

41. In what time is thou hadst written? 

42. In what time is J shall hear ? Ans. Future. 

* It may be said that the preterit, and pluperfect also, express com- 
pleted action. But the perfect differs from these by expressing present 
time. (See page 76.) 



70 INDUCTIVE EXERCISES 

43. What does future mean ? Ans. Yet to come. 

44. In what time is you will read ? Why ? 

45. What has the verb before it when the time 
is future? Look and see. Ans. Shall ox will. 

46. What are shall and will called ? Ans. Aux- 
iliaries. 

47. Why are shall and will called auxiliaries ? 

48. In what time is you shall walk? Why? 
49.. In. what time is they will recite ? Why ? 

50. In what time is we shall have run? Why ? 

51. In what time is he will have read ? Why? 

52. In the first examples, it was shall or will ; in 
the last, it was shall have or will have ; which fu- 
ture is it when it is shall or will? Ans. First fu- 
ture. [Or, future imperfect.] 

53. Which future is it when it is shall have or 
will have? Ans. Second future. [Or, future 
perfect.] 

54. In which future is thou wilt invite ? 

55. In which future is he will have read? 

56. In which future is I shall talk ? 

57. In which future is we shall have gone ? 

58. What is the auxiliary in the perfect time ? 

59. What is the auxiliary in the pluperfect? 

60. What is the auxiliary in the first future ? 

61. What is the auxiliary in the second future? 

62. Now what are all the auxiliaries in the in- 
dicative mood ? 

63. What do grammarians generally call time ? 
Ans. Tense. 

64. In what tense is he reads, he thought, he 
has complained, they love, I moved, he has thought, 
we had spoken, you will write, thou shalt walk, I 
shall have finished, he will have come, he writes, I 
shall speak, they came, we have recited, I shall 
have run, he had spoken, they play, we will have 
written, I have spoken ? &c. 



IN ENGLISH GRAMMAR. 71 



LESSON XVIII. 

OF SENTENCES AND THEIR PARTS. 

1. When you say the man reads, who reads ? 

2. Is the man the thing that is spoken of? . 

3. What part of the sentence is the thing that 
is spoken of, generally called ? Ans. The subject. 

4. Then what part of the sentence is man ? 

5. Does the man perform any action ? 

6. Then what part of the sentence is the word 
that represents the agent or actor ? 

7. What is the subject in the sentences, the man 
left the horse, &c. ? (See parsing exercises, p. 101.) 

8. I stand ; of which sort of words is stand ? 

9. In what mood? Why? 

10. In what tense ? ' Why ? 

11. Which word is the subject of stand? 

12. Which part of the sentence is the subject ? 
(See the third question,) 

13. You say that lis the subject, what does the 
subject do ? 

14. What is that part of the sentence called, 
which signifies to do ? 

15. Now can you tell into how many parts this 
sentence is divided? Ans. Two. 

16. What are they called ? Ans. The subject 
and the verb. 

17. I hold a book ; of which sort of words is 
hold ? 

18. In what mood? Why? 

19. In what tense ? Why ? 

20. What is the subject of hold ? 

21. Which part of the sentence is the subject? 

22. Which part of the sentence is the verb? 
(See the fourteenth question.) 

23. What do I hold ? 



72 INDUCTIVE EXERCISES 

24. You say that I is the subject ; does the sub- 
ject affect any thing but itself ? 

25. What does it affect ? 

26. What is that part of the sentence called, 
which is affected by the subject? Ans. The object. 

27. Then what part of the sentence is book ? 

28. Now can you tell what the three parts of a 
sentence are ? 

29. Which part of the sentence is the object? 
(See the twenty -sixth question,) 

LESSON XIX. 

OF PERSON AND NUMBER, AND OF THE RELATION 
BETWEEN SUBJECTS AND THEIR VERBS. 

1. What is the simplest form of a sentence? 
Ans. A subject and a verb. 

2. Will the subject make sense without a verb ? 

3. Will a verb make sense without a subject 
expressed or understood ? 

4. Which is of the greatest consequence, the 
subject or the verb ? Ans. The subject. 

Note. — Hence, if the person and number of the subject is 
altered, the verb must be varied to conform to it. That is, 
the verb must receive such particular terminations as will 
show whether its subject is of the first, second, or third 
person. 

5. You said that am is a verb. Is it proper to 
say you am or he am 1 What then 1 

6. Of what person is the pronoun II 

7. If you say / am, of what person is am ? Why ? 

8. Of what number? Why? 

9. If you wished to tell me that I am, what 
would you say? 

10. Does not thou art mean the same that you 
are does? 

11. Of what person is thou or you ? 



IN ENGLISH GRAMMAR. 73 

12. Then of what person is art, when you say 
thou art ? 

13. Of what number? 

14. Of what person is are, when you say you are ? 

15. In speaking of a man, you would say he is ; 
of what person is is? 

16. Of what number? 

17. If there were more than one, would you say 
he is ? What then? 

18. In saying they are, of what person is are? 

1 9. Of what number ? 

20. In saying we are, of what person is are ? 

21. Of what number? 

22. In saying the man reads, of what person and 
number is reads ? 

23. In saying the boys play, of what person and 
number is play ? 

24. In saying the girls walk y of what person 
and number is walk ? 

25. In saying ye run, of what person and number 
lis run ? 

26. In what person and number are we were ; thou 
wilt have gone ; they will have returned ; I shall have 
stopped ; he will he ? &c. (See next Parsing Lesson.) 

27. Of what person and number is thou readest ? 

28. Then what do verbs end with, when in the 
second person singular, solemn style ? 

| 29. Of what person and number is he reads ? 

30. Then what do verbs end with, when in the 
third person singular ? 
■j 31. Of what person and number is they read? 

32. Then does the verb end with s, when it is in 
'ithe plural number? 

Note. — The student must particularly remember this. 

33. What is the second person singular of am; 
was ; shall ; will ; have ? Third person singular 
of seek ; send ; think ? 

G 



?4 INDUCTIVE EXERCISES 

LESSON XX. 

EXEKCISE IN THE TENSES. 

1. Mention (in the first person singular,) the 
preterit tense of the verb form ; the pluperfect of 
the verb eat; the perfect of the verb run ; first 
future of the verb ask ; perfect of the verb send ; 
preterit of the verb accent ; pluperfect of the verb 
write; second future of the verb raise; perfect 
of the verb throw ; first future of the verb move; 
preterit of the verb see ; perfect of the verb try ; 
second future of the verb roll ; pluperfect of the 
verb lament; first future of the verb twist ; perfect 
of the verb invent;, preterit of the verb rage; 
pluperfect of the verb invert; second future of the 
verb succeed ; perfect of the verb suppose; first 
future of the verb make ; preterit of the verb mend; 
pluperfect of, the verb open; first future of the 
verb send ; perfect of the verb create ; second fu- 
ture of the verb clean; &c. 

2. Mention the same in the second person sin- 
gular. 

3. Mention the same in the third person singular. 

4. Mention the same in the first person plural. 

5. Mention the same in the second person plural. 

6. Mention the same in the third person plural. 

LESSON XXL 

OP THE CASE OF THE SUBJECT. 

1. Is it proper to say my went? What is? 

2. Then what would be the subject of went ? 

3 In what case is I? 

4 Is it proper to say my father's sent me 1 What 
• 1 



i>s 



5 Then what would be the subject of sent ? 



IN ENGLISH GRAMMAR. 75 

6. In what case is father ? 

Rule 5. — When a noun or pronoun is the sub- 
ject of a. verb, it must be in the nominative case: 
as, "J love;" " Thou improvest;" " The birds 
sing." 

7. Js it proper to say I" reads ? What is ? 

8. What is the' subject of read? 

9. Of what person and number is If 

10. Of what person and number is read? 
Rule 6. — Verbs must, agree with their subjects 

j in person and number : as, " I love /" " Thou im- 

i provest ;" " The birds sing" 

I I^ote.— That is, they must be of the same person and number. 

RECAPITULATION.— VERBS. 

i INDICATIVE MOOD, TENSES, SIMPLE SENTENCES, 
PERSON, AND NUMBER. 

1 . What is a verb ? 

2. What are verbs varied to express ? Ans. 
mood, tense, person, and number. 

3. What is mood ? Ans. Mood is the manner in 
i which we speak of any event. 

4. What manner is the indicative mood used to 
express? Ans. The indicative mood is used to 
relate or mention a thing ; as, " He stands still." 

Note.'-— The indicative mood may be used interrogatively ; 
that is, for asking a question ; as, Does he stand still ? 

5. What is tense ?. Ans. Tense shows the time, 
when any thing is said to be done. 

6. How many tenses are there ? Ans. Six. 

7. Name them. Ans. Present, preterit or im* 
perfect,* perfect, pluperfect, first future, and se* 
cond future. 

* It would be well for scholars to become accustomed to give this 
tense both names. In nearly all dictionaries it is called preterit. 



76 INDUCTIVE EXERCISES 

Note. — There are many good reasons for making but 
three tenses, viz. present, past, and future. In that case 
there would be but three moods ; the indicative, the impera- 
tive, and the infinitive. Have in the perfect, had in the plu- 
perfect, and shall and will in the futures, would be verbs in 
the present and past tenses ; and the remaining part of the 
verb in the perfect and pluperfect, a participle. Shall and 
will in the futures, would be of the present tense ; while the 
next word would be of the infinitive future ; and the last 
word of the second future, a participle. But, as English 
grammar is an introductory exercise to the study of other 
language's, it is thought best by many, to adopt that classifi- 
cation, which has been explained in this work. Besides, the 
tenses of verbs in other languages are formed by the help of 
auxiliaries, added to the leading verb, in the form of sylla- 
bles. The compound tenses of English verbs are formed in 
the same manner, with the exception that the auxiliaries are 
not united with their verbs as a syllable, but as a separate 
word. Add to this, the auxiliaries do not form their third 
person singular in the regular manner ; for example, we say, 
" He wills that you should come ;" but as an auxiliary, we 
say, " He will come." But either system can be taught 
from this book. (See Larger Grammar.) 

8. What does the present tense represent ? Ans. 
The present tense represents an action or event as 
taking place at the time in which it is mentioned : 
as, "I write" 

Here the action of writing is going on, while you 
are declaring it. 

9. What does the preterit or imperfect tense re- 
present ? Ans. The preterit tense represents an 
action or event, as past within some time that is 
past : as, " I wrote yesterday." 

Here the action of writing was finished in a pe- 
riod of time, which is now past ; that is, yesterday. 

10. What does the perfect tense represent? Ans. 
The perfect tense represents an action or event, as 
past and completed within the same period of time 
in which it is mentioned : as, " I have written to-day." 

Here the action of writing is performed and 
finished in the same period of time in which it is 
mentioned ; that is, to-day. 



IN ENGLISH GRAMMAR. 77 

11. What does the pluperfect tense represent? 
Ans. The pluperfect tense represents an action or 
event as already past and completed at or before 
some other point of time, which is past ; ,as, " He 
had finished his house, hefore I saw him" (See 
Note, page 69.) 

12. What does the first future tense represent ? 
Ans. .The first future tense represents an event as 
yet to come ; as, " I shall see them again." 

1 3. What does the second future tense represent T 
I Ans. The second future tense represents that an 
■ action or event will be completed at or before ano- 
ther point of time, which is yet to come : as, " I 

I shall have dined before he comes." 

Pupils will perceive that the primary object of assertions, 
, is to represent actions or events as either finished or un- 
i finished. In the second place, either jof these states may be 
1 spoken of as present, past, or future. 

14. What is a sentence? Ans. A sentence is 
any number of words that conveys an assertion. 

15. Of what is a sentence composed in its sim- 
plest form? 

16. What is the subject of a verb? Ans. The 
subject is the person or thing, concerning which 
the verb conveys an assertion. 

17. In what case is the subject of the verb ? 

Note.- — As the nominative case among the ancient lan- 
guages was nsed in expressing the subjects of verbs ; it has 
become the modern practice to designate the subject by 
naming it the nominative case. Some grammarians, because 
it is in the condition of being the subject, call it the subjec- 
tive case. Were the name not settled, this would undoubt- 
edly be the best. 

18. Now, what does the nominative case ex- 
press ? Ans. The nominative case expresses sim- 
ply the subject of a verb. 

19. How many persons have verbs ? 

20. Name them. 

g 2 



78 INDUCTIVE EXEKCTSES 

21. How many numbers have verbs? 

22. Name them. , 

23. What rule have you for the subject of the 
verb ? 

24. What rule have you for the person and num- 
ber of the verb ? 

25. What is the conjugation of a verb? Ans. 
The conjugation of a verb is a regular arrangement 
of its several moods, tenses, persons, and numbers. 

A regular verb is conjugated in the following 
manner, when in the indicative mood. 

INDICATIVE MOOD. 

Present Tense. 
Singular. Plural. 

I love, We love, 

Thou lovest or you love, Ye or you love, 

He, she, or it, loveth or loves, They love. 

With the auxiliary Do. 
I do love, We do love, 

Thou dost love, or you do love. Ye or you do love, 

He, she, or it, doth or does love, They do love* 

Preterit or Imperfect Tense. 
I loved, We loved, 

Thou lovedst, or you loved, Ye or you loved, 

He loved,* They loved. 

With the auxiliary Did. 
I did love, We did love, 

Thou didst love, or you did love, Ye or you did love. 
He did love, They did love. 

Perfect Tense. 
I have loved, We have loved, 

Thou hast loved, or you have loved, Ye or you have loved, 
He has loved, They have loved. 

* In all the tenses, the pronouns she and it require the same form 
of the verb that the pronoun he does. 



IN ENGLISH GRAMMAR. 79 

Pluperfect Tense. 
Singular. Plural. 

I had loved, We had loved, 

Thou hadst loved, or you had loved, Ye or you had loved, 
He had loved, They had loved. 

First Future Tense. 

I shall or will love, We shall or will love. 

Thou shalt or wilt love, or Ye or you shall or 

you shall or will love, will love, 

He shall or will love, They shall or will love. 

Second Future Tense. 

I shall have loved, We shall have loved, 

Thou wilt have loved, 01 Ye or you will have 

you will have loved, loved, 

He will have loved, They will have loved. 

When the verb is used interrogatively ; that 
is, as asking a question, it is conjugated in the fol- 
io win g manner : 



Pres, 

Fret. 



S Do I love ? Dost thou love ? Does he love ? 

( Do we love ? Do ye or you love ? Do they love ? 

^ Did I love ? Didst thou love ? Did he love ? 

\ Did we love ? Did ye or you love ? Did they love ? 



i Have 1 loved 1 Hast thou loved ? Has he loved ? 
Perf. < Have we loved ? Have ye or you Have they 

( loved ? loved ? 

C Had I loved ? Hadst thou loved ? Had he loved ? 
Plup. < Had we loved ? Had ye or you loved? Had they 
$ loved ? r 

First Fut. Sing. Shall I love? Shalt or wilt thou love ? Shall 
or will he love 1 
Plural. Shall we love 7 Will ye or you love 7 Shall 
or will they love ? 

Second Fut. Sing. Shall I have loved? Wilt thou have 
loved ? Shall or will he have loved ? 
Plural. Shall we have loved ? Will ye or you 
have loved ? Shall or will they have loved ? 



80 INDUCTIVE EXERCISES 

PARSING EXERCISES.— SECT. V. 

22. I am happy. Thou art wise. He is 'young. 
It is large. Ye are good. They are old. I was 
small. We were sorrowful. Thou wast lovely. Ye 
were alive. 'He has been smart. They were mise- 
rable. I had been wrong. We have been vile. 
We have been wicked. I approached. They have 
appeared. He shall come. He had been wrong. 
I shall be strong. They will run. They will, have 
returned. 

23. We were poor. Thou wilt have gone. I 
shall have stopped. He will be honest. Ye are 
poor. I will be patient. He will tarry. They 
will go. I shall be virtuous. Thou shalt remain. 
He had arisen. They had been vicious. Ye had 
been just. Thou art blind. I had gone. You had 
come. I have slept. Is he good ? Was I wrong ? 
Were we unjust? Had we been rude? Hast thou 
been diligent? 

24. That man has been wise. The wisest men 
do err. Man's surest aim is uncertain. A good 
name is desirable. Were the conquerors noble ? 
Was my son studious? Were my friend's daugh- 
ters genteel? Has our partner removed? Did his 
daughter remain? Were her parents indulgent? 
Was their indulgence ruinous ? Have his actions 
been vile? 

25. Some people walk ; some sit ; (that is, some 
people sit ;) some sleep ; some are absent. The 
industrious are happy. The virtuous are peaceful. 
The indolent are unhappy. The old are wise. The 
young are giddy. That man was wise ; that was 
foolish. This book is clean ; this is dirty. These 
boys are studious ; those are idle. Neither person 
was present. Neither had been absent. 

26. That book is her book ; this is his, (that is, 



IN ENGLISH GRAMMAR. 81 

this is his hook.) The greatest is theirs. The 
smallest is ours. This pen is thy pen. This pen 
is thine. These houses are his. The same prac- 
tice was yours. The whole estate was hers. This 
large patrimony is ours. Every favor has been 
thine. All my property shall be yours. It shall 
all be yours. Some books are mine ; some are 
thine. These houses are his ; those are hers. 

Example.-*-! am happy. 
J is a personal pronoun,* of the first person, sin- 
! gular, in the nominative case, and is the subject of 
1 the verb am. (When a noun or pronoun, &c.) Am 
is a verb, in the indicative mood, (because ) 

present tense, (because ) first person, sin- 

gular, and agrees with its subject /. ( Verbs must 
' Osgree, &c.) Happy is an adjective, in the posi- 
j tive degree, and agrees with the pronoun I. (Ad- 
jectives must agree , &c.) 

! , Questions. — What would be the present, preterit, 
perfect, pluperfect, first future, and second future 

tenses of— in the same person in which it is 1 

What would be the first, second, and third persons 
of in the same tense in which it is ? 

FALSE GRAMMAR. 

Him that endeavors will succeed. 
1 Thee will surely die. 

We was happily disappointed. . 
On one side was beautiful meadows. 
Disappointments sinks the heart of man. 
Fifty pounds of wheat contains forty pounds of 
flour. 

Did thou purchase them of thy brother? 
He dare not act contrary to his instructions. 

* In parsing a discourse, the pupil should always tell what the pro* 
noun is used for, 



82 INDUCTIVE EXERCISES 

Example. — Him that endeavors will succeed. 

There is a violation of grammar in the word him ; 
for it should be 'in the nominative case, according J 
to the rule which says, When a noun or pronoun, j 
&c. It should be, He that endeavors^ &c. 
We was happily disappointed. 

There is a violation of grammar in the word 
was ; for it is now in the singular number. It 
should be in. the first person plural to agree with 
its subject, according to the rule which says, Verbs 
must agree, &c> It should be, Vie were, &c- 

..'LESSON XXII. . 

OF 'THE IMPERATIVE MOOD. 

1. When you give a command, in what -mood is 
the- verb? Ans. Imperative mood. 

2. What does imperative ■ mean ? Ans. Com- 
manding. 

3. In what mood is read thou? Why? Depart 
ye ? Why ? ■ Arise ? Why ? Go ? Why ? 

4. If. you say read this book^ would you speak 
to the book, or to some one else ? 

5. If you say read thou this book, what word 
would mean the thing that you speak to? 

6. Then which word is the subject of read? 

7. Do you speak to the subject or object when 
you give a command? 

8. Do you always speak to the. subject when you 
give a command ? 

■ 9. If you always speak to the subject, of what 
person is the verb ? 

10. When you give a command, at what time is 
the thing to be done ; before you give the com- 
mand, at the time you give the command, or after 
you give the command? 



IN ENGLISH GRAMMAR. 83 

11. Then when you give a command, in what 
tense is the verb ? 

Note. — Some .grammarians call this form of the verb a 
future tense, because the action is" to be completed after the 
command. 

• PARSING EXERCISES.— SECT. VI. 

27. Depart thou. Haste ye. Walk thou. Run 
ye. Go thou. Strive ye. Sit. Arise. Come. 

^Remain. Awake ye. Sleep thou. Repent ye. 
|Be wise. Be diligent. Be industrious, Stop. Be 
firm. Proceed. Reason ye. Consider. Be si- 
lent. Be steadfast. Know ye. Tremble. Be- 
ware. Think. 

28. Did he command? obey. Has lie come? 
.' speak. Be faithful, be generous. Come, all things 
jare ready. Thou art prosperous, be happy. Thou 
'art industrious, be frugal. Thou hast been sinful, 
repent. Ye are rich, be ye generous. Be ye indus- 
trious-. Be thou studious. Be studious. Be in- 
dustrious. Be wise. Be prudent, discreet, chaste. 

29. Thou art honest ; be happy. Attend ; thou 
Ishalt hear. Hear; I will speak. Be quiet; he 
jhas come. Arise ; your prince appears. Repent ; 

your crimes have been great. Be still; you are 
I noisy. Be just, noble, forgiving. Do be quiet; 
ihe is safe. Do be silent : our master speaks. 

30. Are you content ? remain. Have you suc- 
ceeded ? do tell. Will he stay ? He will, (that is, 
I He will stay.) Did he sleep? He did. Has he 

spoken ? He has. Does he complain ? He does. 
!Do you play? I do. Had they come? They had. 

Will a great man suffer? He will. Did all the 
| people revolt? They did. Will congress adjourn? 

It will. Has our best friend suffered ? He has. 

Docs he appear content ? He does. 



84 INDUCTIVE EXERCISES 

31. Great is his mind; noble his disposition, 
(that is, noble is his disposition.) Large is his in- 
heritance, extensive his acquirements. Small were 
his pretensions ; great his deserts. His possessions 
were few ; his name, obscure ; his expectations, 
small. Our labor is great ; our reward, little. In- 
tense is our application ; ardent, our pursuit ; un- 
wearied, our exertions. His parentage was good ; his 
occupation, honest; his companions, respectable; 
his actions, moral ; his character, unimpeachable. 
Example. — Depart thou. 

Depart is a verb, in the imperative mobd, (be- 
cause" ) second person, singular, agreeing 
with thou. {Verbs must agree, &c.) Thou is a per- 
sonal pronoun, of the second person, singular, in 
the nominative case, and is the subject of the verb 
depart. [When a noun or pronoun, &c.) 

FA3LSE GRAMMAR. 

Has those books been sent to school ? 
The derivation of these words are uncertain. 
The ship, with all her crew were lost. 
Every man were there. 
Has all my brothers come ? 
Them is my best compositions. 
Each of my brothers were there. 
Were every one of them pleased? 
No ; neither of them were. 
Was all of them disgusted 1 
Some of them Was, and some were not. 
Here is too many things. 
A great many people was there. 
Such people governs too strictly. 
We was near Boston at that time. 
Them is the best books that I have. 
There is many occasions for the exercise of pa- 
tience. 



IN ENGLISH GRAMMAR. 85 



LESSON XXIII. 

OF THE POTENTIAL MOOD. 

This lesson can be omitted by those teachers, who are op- 
posed to the use of a potential mood. 

1. When you mention that a person has power 
to do any thing, in what mood is the verb ? Ans. 
Potential mood. 

2. What does potential mean ? Ans. Powerful. 

3. Does the potential mood ever express any 
thing else but power ? Ans. It sometimes ex- 
presses necessity, will, or duty. 

4. In what mood is I may go? Why? Thou 
I canst stay ? Why ? I must walk ? Why ? 

5. In what tense is I may write ? Why ? 

6. In what tense is he can read ? Why ? 

7. In what tense is thou must learn ? Why ? 

8. What threo words are signs of the present 
tense of the potential mood ? 

9. What are may, can, and must called ? Why ? 

10. In what tense is we might love? Why ? 

11. In what tense is they could walk? Why ? 

12. In what tense is he would study ? Why ? 

13. In what tense you should move ? Why? 

14. What are signs of the preterit or imperfect 
tense of the potential ? 

15. What are might, could, would, and should 
called? Why? 

16. In what tense is ye may have slept ? Ans. 
Perfect. 

17. In what tense is I can have spoken ? 

18. In what tense is thou must have finished ? 

19. What are signs of the perfect tense in the 
potential ? . 

20. What are may have, can have, and must have, 
called ? 

H 



86 INDUCTIVE EXERCISES 

21. In what tense is I might have gone 1 

22. In what tense is I could have left ? 

23. In what tense is he would have come ? 

24. In what tense is they should have desisted? 

25. What are signs of the pluperfect in the po- 
tential ? 

26. Mention (in the first person singular,) the 
present tense, in the potential mood of the verb 
travel ; perfect of the verb exist ; preterit of the 
verb expect ; pluperfect of the verb load ; present 
of the verb repeat ; pluperfect of the verb weep; 
perfect of the verb reason ; preterit of the verb 
think ; pluperfect of the verb enquire ; perfect of 
the verb rouse ; preterit of the verb live ; perfect 
of the verb complain; present of the verb seek; 
pluperfect of the verb cut ; perfect of the verb 
cast ; present of the verb apply ; pluperfect of the 
verb renounce ; preterit of the verb abide ; per-, 
feet of the verb sleep ; preterit of the verb cling ; 
present of the verb accept ; &c. 

27. Mention the same in the second person sin- 
gular. 

28. Mention the same in the third person sin- 
gular. 

29. Mention the same in the first person plural. 

30. Mention the same in the second person plural. 

31. Mention the same in the third person plural. 

RECAPITULATION.— VERBS, 

IMPERATIVE AND POTENTIAL MOODS. 

1. What is the imperative mood used for ? Ans. j 
The imperative mood is used for commanding, ask- 
ing, or permitting ; as, " Depart ;" " Permit us ;" 
" Go in peace." 

2. In what tense is a verb when in the impera- 
tive mood? 



IN ENGLISH GRAMMAR. 87 

3. In what person must a command be ? 

4. What is the potential mood used for ? Ans. 
The potential mood is used to express power, will, 
necessity, or duty ; as, " I can ride /" « He would 
walk;" " He must repent ." 

5. How many tenses has the potential mood ? 

6. Name them. 

7. What auxiliaries designate the present tense 
, of the potential mood? 

8. What auxiliaries designate the preterit tense 
of the potential mood ? 

9. What auxiliaries designate the perfect tense 
i of the potential mood? 

10. What auxiliaries designate the pluperfect 
tense of the potential mood? 

A regular verb is conjugated in the following 
• manner in the potential mood. 



POTENTIAL MOOD. 

Present. 
Singular. Plural. 

I may, can, or must love, We may, can, or must love, 

Thou maCyst, canst, or must Ye or you may, can, or must 
love ; or you may, can, or love, 
must love, 

He may, can, or must love, They may, can, or must love. 



Imperfect. 

I might, could, would, or We might, could, would, or 

should love, should love, 

Thou mightst, couldst, Ye or you might, could, 

wouldst, or shouldst love ; would, or should love, 

or you might, could, would, 

or should love, 

He might, could, would, or They might, could, would, or 

should love, should love. 



88 INDUCTIVE EXERCISES 






Perfect. 

Singular. Plural. 

I may, can, or must have We may, can, or must have 

loved, loved, 

Thou mayst, canst, or must Ye or you may, can, or must 

have loved ; or you may, have loved, 
can, or must have loved, 

He may, can, or must have They may, can, or must have 

loved, loved. 

Pluperfect. 

I might, could, would, or We might, could, would, or 

should have loved, should have loved, * 

Thou mightst, couldst, Ye or you might, could, 

wouldst, or shouldst have would, or should have 

loved ; or you might, could, loved, 

would, or should have loved. 

He might, could, would, or They might, could, would, or 

should have loved, should have loved. 

Note. — The names applied to the tenses of the potential 
mood, are purely arbitrary, and have no philosophical reason. 
So that the pupil may consider them as denoting the form* 
rather than the time. Were I to give names to them, I 
would call the present, present imperfect ; the perfect, pre- 
sent perfect ; the preterit, preterit imperfect ; and the plu. 
perfect, preterit perfect. 



PARSING EXERCISES.— SECT. VII. 

32. He might remain. They can come. She 
must depart. You should strive. We might go. 
It may be. He would endeavor. They could suc- 
ceed. I must advance. Thou shouldst walk. 
Thou mightst stay. I would have gone. You may 
have delayed. Thou shouldst have complied. I 
must tarry. Thou mightst have succeeded. I must 
have moved. Thou mayst have talked. I can 
have removed. He may have retired. He might 
have staid. 



IN ENGLISH GRAMMAR. 89 

33. He does improve. His expectation has 
failed. You shall submit. The accident has hap- 
pened. Good humor shall prevail. He will arrive. 
We must be virtuous. Our hearts are deceitful. 
Can we go? Did John's father come? Awake. 
He may advance. He might have been happy. 
Study ye. Be temperate. We can hope. Can a 
beggar laugh ? 

34. The whole congregation might remain. 
They all did remain. The most diligent may fail. 
Can all mankind be wrong ? They may be wrong. 
Can such a nation fall ? Such nations have fallen. 
We can all be happy. Our own firesides should 
be peaceful. Our friends should be respectable. His 
fortune might have been better. Many things may 
be unaccountable. Could he succeed? He could. 

35. Would you have come ? I would. Might my 
injured friend come? He might. Can my enemy 
have relented ? He has. Can the thief have es- 
caped ? He has. Could my brother confess ? He 
did. Can the people rule? They do. May the 
scholars retire ? They have. Did the storm rage ? 
It did. Can the rabble have triumphed? It has. 
Could the teacher succeed ? He did. 

Example. — He might remain** 

He is a personal pronoun, of the third person, 
singular, masculine gender, in the nominative case, 
and is the subject of the verb might remain. (When 
a noun or pronoun, &c.) Might remain is a verb, in 
the potential mood, (because ) preterit or 

imperfect tense, third person, singular, agreeing 
with its subject he. ( Verbs must agree, &c.) 

* Some grammarians would parse this sentence in the following 
manner : He is the subject of the verb might. Might is a verb in the 
indicative mood, past or preterit tense, third person, singular, agreeing 
with he. Remain is a verb in the infinitive mood, depending upon the 
verb might. (See the next lesson.) 

ii 2 



90 INDUCTIVE EXERCISES 

FALSE GRAMMAR. 

Was you at home yesterday 1 
Be you going to write to-day 7 
There is a great many faults in that piece. 
Them are very good plums. 
Them was not the men that sung. 
How old be you ? 
You are not so old. Yes I be. 
^ You was wrong when you said that. 
Them books are torn. 
Every body are sinful. 
Give me them shears. 
Each of us have our faults. 
He aint the man I thought he was. 
I am not going. I be. 
Them windows are broken. 
There's good knives on the table. 
How many men was there in the house ? 
Every one of us have read. 
Has all the scholars read ? 
No ; some of them h'ant. 
My father aint angry with you. 
Them is the best apples that I have. 
Was all your sons at home ? 
No ; some of them want. 

NoTE-Pronouns also must agree with the nouns for 
wmch they stand, in person, number, and gender: as, "He 
takes care of fag health. 

Each of us should take care of our own. 
Every one should be careful of their health, 
fcome of us have not got their lessons. 
Many of you think too much of yourselves. 
No one should be blamed for their industry. 
We blame one another for their faults. 
We should each be careful of his thoughts, 
fcvery man is governed by his own will. 



IN ENGLISH GRAMMAR. 91 

LESSON XXIV. 

OP THE INFINITIVE MOOD. 

1. In the sentence, "I intended to go," of which 
sort of words is intended 1 Why ? 

2. Of which sort of words is go ? Why'? 

3. Has the verb go any subject ? 

4. Then has it any person or number ? 

5. On this account, in what mood is the verb go ? 
Ans. Infinitive mood. 

6. What does infinitive' mean ? Ans. Without 
limits. 

Note. — When a verb has no number or person, we say that 
it is not limited by number and person ; and so becomes in- 
Jinitive. 

7. Now can you tell when a verb is in the infini- 
tive mood? 

8. If the infinitive mood has no subject, nor per- 
son and number ; how do you know that it is a verb ? 
Ans. Because, it has the word to before it. 

9. What is the meaning of the word to ? Ans. 
To means act. 

Note. — As our verbs and nouns are spelled in the same 
manner, it was formerly thought best to prefix the word to, 
to words when used as verbs. For there is no difference 
between the noun, love ; and the verb, to love ; but what is 
shown by the prefix to, which signifies act ; i. e, to act love. 

The same word, altered into do, was, for the same reason, 
put before those other parts of the verb, that were not distin- 
guished from the noun by a termination or auxiliary. As 
we sometimes say, " I do love," instead of, " I love ;" " I 
doed or did love," instead of, " I loved ;" (which is, probably, 
" I love-did," contracted.) 

10. When does the verb have the word to before 
it? 

11. In the sentence, "He appears to study," in 
what tense is the verb to study ? 

12. In the sentence, "He appears to have stu- 
died ;" in what tense is the verb to have studied ? 



92 INDUCTIVE EXERCISES 

1 3. Is it proper to say / intend I go ? What is ? 

14. Is it proper to say it was my wish I go? 
What is? 

15. In what mood is the verb, when it has to 
before it? 

Note. — When one verb goes directly before another, it 
hinders it from having a subject; and so grammarians say 
that the first verb governs the last in the infinitive. Some- 
times also when an adjective or a noun, that is not the sub- 
ject of a verb, goes before it, it hinders it from having a sub- 
ject. 

Rule 7* — One verb governs another in the in- 
finitive mood, when the second denotes the object, 
to which the action of the first is directed ; as, " I 
intend to go ;" "He began to say " 

Nouns and adjectives implying action, frequently 
govern the infinitive mood ; as, " They have a de- 
sire to improve ;" " He is eager to learn." 

16. Is it proper to say I bid you to go ? What is ? 

17. Is it proper to say he dares to fight ? What is ? 

18. Is it proper to say we heard him to say it ? 
What is? 

19. Is it proper to say he saw him to do it ? 
What is ? 

Rule 8. — To is omitted when the infinitive fol- 
lows the verbs, bid, dare, (signifying to venture,) 
feel, hear, let, make, need, see, and sometimes 
have ; as, " I heard him say it," instead of, " I 
heard him to say it." 

RECAPITULATION.— INFINITIVE MOOD. 

1. What does the infinitive mood express? Ans. 
The infinitive mood expresses simply the meaning 
of the verb, without any distinction of number or 
person. 

2. When is a verb in the infinitive mood ? 

; 



IN ENGLISH GRAMMAR. 



9a 



3. How do you distinguish the infinitive mood 
from a noun ? 

4. What rule have you for the government ot 
the infinitive mood ? , > 

5. What rule have you for omitting the word to t 
Note.— To is not omitted, when these verbs are in the 

passive voice ; as, " He was heard to say it." 

PARSING EXERCISES.— SECT. VIII. 

36. Be diligent to improve. I intended to go. 
My pupils desire to improve. We should be sorry 
£o sin. This author has endeavored to surpass. Be 
ready to recite. That horrid monster has endeavored 
to murder. Is it reasonable, is it pleasant to sin? 
Are all mankind to suffer I We should try to pros- 
per. All boys love to play. They should desire 
Xo studv. He wishes to remain. He is sorry to go. 

37. Will the stranger arrive? He has. Will 
Ithe whole company endeavor to remain?^ It wi . 

, jWill the multitude be willing to separate? It will. 
ll'Can those friends have consented to separate. 

They have. Can his intentions to walk be good f 
,kThey are. Must the pupils endeavor to recite % 

They must. Could his ability to judge be good/ 

It was. , jj. 

I 38. We must learn to be humble. All should 

I cease to be wicked. Some must endeavor to be 
^present. One has ceased to exist ; another has be- 

II gun to live. Any may be able to conquer. 1 his 

I is to go ; that is to remain. These seem to live ; 
: those appear to have died. They appear to have 
left. Be studious to excel, anxious to be respecta- 
jjble. Man lives, to die ; he dies, to have lived. 

Example.— Be diligent to improve. 
I Be is a verb, (because ) in the impera- 

tive mood, (because ) future tense, (be- 



94 INDUCTIVE EXERCISES 

cause ) second person, singular or plural, 

agreeing with thou or you, understood, (Verbs must 
agree, &c.) Diligent is an adjective, of the positive 
degree of comparison, agreeing with thou or you, 
understood. (Adjectives must agree, &c.) To im- 
prove is a verb in the infinitive mood, (because 
) governed by diligent, (Nouns and ad- 
jectives, &c.) 

FALSE GRAMMAR* 

Allow me give some advice. 

Endeavor live uprightly. 

He wished walk home. 

I need not to solicit him to do a kind action. 

He felt his conscience to accuse him. 

I have heard him to speak of the thing. 

He dares to promise too much. 

She bade me to come and tell you. 

Let me to go or I will make you to suffer. 

You need not to go to-day. 

Example. — Allow me give some advice. 
There is a violation of grammar in the verb give ; 
for as it denotes the object of its preceding verb 
allow, it must be in the infinitive mood, and pre- 
ceded by the word to* It should be, " Allow me to 
give, <fec." 

LESSON XXV. 

COLLECTIVE NOUNS. 

1. When I say, " The nation is powerful," do I 
mean one person or more 1 

2. Do I mean more than one nation ? 

3. Then is nation in the singular or plural T 

4. What kind of a noun is nation ? Ans. A col- 
lective noun. 



_ 



IN ENGLISH GRAMMAR. 95 

5. What does collective mean ? Ans. Containing 
more than one. 

Rube 9. — Collective nouns, implying unity, may 
(have verbs and pronouns agreeing with thern in the 
•singular, as, " The nation is powerful." 

Note.— A collective noun is a noun that signifies several 
'individuals as constituting one mass or body. Thus, nation 
signifies a great number of people, collected in one terri- 
tory and governed by one set of laws. By the same method 
of combining several individuals, we form the collective 
terms, an army, a congress, a fleet, &c. So when we 
speak of any action performed by one of these bodies, in 
buch a manner that the whole body together has done it, we 
say that the noun implies unity, and is, of course, in the 
singukr number ; as, " Congress has adjourned:'' But if 
the action is performed by a body of individuals in such a 
manner that those individuals acted separately, the noun is 
plural; " The people do not consider." 

PARSING EXERCISES.— SECT. IX. 

39. The nation is powerful. Congress has ad- 
journed. The meeting was large. A convention 
will assemble. The populace appeared to rage. 
^Variety is pleasant. Happy is a righteous people. 
Pitiable is a factious nation. Detestable is a ragged 

^mob. Enviable is a quiet society ; prosperous are 
its affairs ; peaceable its operations ; happy, its in- 
jfluence. Kings love to rule ; the nation fears to 
jdisobey. The meeting has concluded to adjourn. 

40. The whole fleet had moved. That society 
has determined to dissolve. Does the nation com- 
j plain? Its rulers should listen. We should be stu- 
dious to be quiet. Our rulers should be solicitous 

| to be agreeable. Moderation is requisite to suc- 
! ceed. A mob desires to rule. Disgustful is a cla- 
; morous mob. The whole crowd determined to re- 
\ main. The whole clan had resolved to revolt. Let 
the people choose. 



g(3 INDUCTIVE EXERCISES 

41. The British nation is great and generous. 
A large company was present. The populace wi 1 
endeavor to rule. The army, is ready to revaU. 
The whole nation begins to rejoice. Ihe society 
1 as determined to dissolve. The fleet was ready 
to sail. Each army retired to rest. The whole 
crowd was anxious to remain. Such a mob is 
ready to fight. 

FALSE GRAMMAR. 

The meeting have established several regulations. 

The court have risen to-day. 

A corporation consist of a mayor, aldermen, and 
common council. 

On this account the whole nation complain. 

The committee were divided into two branches. 

A variety of objects please the eye. 

The whole fleet have sailed. 

The army were addressed by the general. 

The whole people were up in arms. 

The number of inhabitants exceed a million. 

The industrious succeeds. 

Note.— When the noun expresses plurality, its verb must 
be in the plural. 

The people rejoices on the occasion. 

The multitude is satisfied. 

The committee was divided in its sentiments. 

Both of the scholars was present. 

A number of my scholars is absent. 

A small part of the rules is learnt. 

None of the senate is in the house. 
Example.— The meeting have established, &c. 

There is a violation of grammar in the verb have 
established ; for, as the action which it expresses 
was performed by the meeting, as a body, it should 
be in the singular, according to the rule which says, 
" Collective nouns, &c." 



IN ENGLISH GRAMMAR. 97 

LESSON XXVI. 

OF TRANSITIVE AND INTRANSITIVE VERBS. 

[Those who are opposed to this division may omit this 
section.] 

1. When I say/ hold a book ; what word is the 
subject of hold ? 

2. Does the subject affect any thing but itself] 

3. What does it affect? 

4. What part of the sentence is book ? 

5. When I say / walk, what word is the subject 
of walk ? 

6. Does the subject affect anything but itself? 

7. If the subject does not affect any thing but 
itself, has the verb walk any object? 

8. When verbs have an object, what are they 
called ? Ans. Transitive. 

9. What does transitive mean ? Ans. Passing 
over. Thus, when I say J hold a book, the effect of 
holding passes over from the subject J to the object 
book. 

10. When verbs have not an object, what are 
they called? Ans. Intransitive. 

11. What does intransitive mean? Ans. Not 
passing over. Thus, when I say I walk, the effect 
of walking does not pass from the subject to any 
thing else. 

12. Point out the subject and object in the fol- 
lowing sentences. The man left the horse. Joseph 
loves his brothers. I wrote a letter, &c. (See next 
parsing lesson.) 

LESSON XXVII. 

OF TRANSITIVE VERBS AND THE OBJECTIVE CASE. 

1. In the sentence I loved him, has the verb any 
object ? Then what kind of a verb is loved ? 
I 



98 INDUCTIVE EXEKCISES 

2. In the sentence we assisted them, what kind 
of a verb is assisted? Why? 

3. What word is the object of assisted ? 

4./Xn what case is the object? Axis. Objective. 

5. What does objective mean? Ans. Belonging 
to the object. Thus, them is the object of assisted, 
and the case belonging to the object them is the 
objective case, 

6. Now can you tell in what case the word them is ? 

7. Is you hear I proper ? What then ? 

8. Of what person is the word me ? 

9. Of what number ? 

10. In what case? Why? 

11. Now what is the objective case of the first 
person singular ? 

12. Is you hear id e proper? What then? 

13. Of what person and number is the word us ? 

14. In what case? Why? 

15. Now what is the objective case of the first 
person plural ? 

16. Is 1 hear thou proper ? What is ? 

17. Of what person and number is the. word 
thee ? 

18. In. what case? Why ? ; 

19. What is the objective case of the second per- 
son singular? 

20. Is / hear ye proper? What is ? 

21. Of what person and number is the word you ? 

22. Ill what case ? 

23. What is the objective case of the second per- 
son plural? 

Note. — You may be either in the singular or plural, nomi- 
native or objective. 

24. Is they hear he, proper? What is ? 

25. Of what person and number is the word him ? 

26. In what case ? 



IN ENGLISH GRAMMAR. 99 

27. What is the objective case of the third per- 
son singular masculine ? 

28. Is they hear she proper? What is? 

29. Of what person and number is the word her ? 

30. In what case ? 

31. What is the objective case of the third per- 
son singular feminine ? 

32. Is they hear it proper ? 

33. Of what person and number is the word it? 

34. In what case ? 

35. What is the objective case of the third per- 
son singular neuter ? 

38. Is he hears they proper ? Vv hat is ? 

37. Of' what person and number is the word 
them ? 

38. In what case ? 

39. What is the objective case of the third per- 
; son plural ? . ' 

40. In the sentence I hear the man, which word 
is the object? 

41. In what case is the word man ? Why? 

42. In the sentence, I hear the mar,, which word 
is the subject ? 

43. In what case is the word I? 

Rule 10. — Transitive verbs govern their objects 
in the objective case ; as, " I love him /" " Virtue 
rewards its ;" " We hear the man" That is, their 
objects must.be in the objective case. 

RECAPITULATION.— VERBS.' 

OF TRANSITIVE VERBS AND THE OBJECTIVE CASE. 

1. What are transitive verbs ?• 

2. What is the object of a verb? Ails. The 
filing that is affected by the action which is ex- 
pressed by the verb. 



100 



INDUCTIVE EXERCISES 



3. What are intransitive verbs ? 

4. In what case is the object ? 

5. What is case ? 

6. W r hat is the objective case ? Ans. The ob- 
jective case expresses the object of a transitive 
verb, or preposition ; as " I love Aim." 

7. Now how many cases have nouns and pro- 
nouns? Ans. Three, 

8. Name them. Ans. Nominative, possessive, 
and objective. 

9. What is the nominative case ? 

10. What is the possessive case 1 

11. What is the objective case? 

The following is a list of the Personal pronouns 
in all the cases. 



Person. 
First, 


Case. 
Norn. 
Poss. 
Obj. 


Singular. 

i, 

Mine or my, 
Me, 


Plural. 
We, 
Ours or our, 

Us. 


Second. 


Norn. 
Poss. 
Obj. 


Thou, 

Thine or thy, 
Thee, 


Ye or you, 
Yours or your, 
You. 


Third. 

[Masculine.] 


Norn. 
Poss. 
Obj. 


He, 
His, 

Him, 




They, 

Theirs or their, 

Them. 


Third. 

[Feminine,] 


Norn. 
Poss. 
Ohj. 


She, 
Hers or 
Her, 


her, 


They, 

Theirs or their, 

Them. 


Third. 

[Neuter.] 


Norn. 
Poss. 
Obj. 


It, 

Its, 
It, 




They, 

Theirs or their, 

Them. 



12, What rule have we for transitive verbs? 



IN ENGLISH GRAMMAR. 101 



PARSING- EXERCISES.— SECT. X. 

42. The man left the horse. Joseph loves his 
brothers. I wrote a letter. Virtue maketh a happy 
man. He carried his burden. Samuel has finished 
his task. I had given this lesson. That accident 
will defeat my design. John's journey wearied 
him. Paul the apostle, wrote this book. I wanted 
ten dollars. He might have employed all his time. 
Our greatest blessings are deficient. 

43. He has many talents. His imaginary im- 
provements created much conversation. A wise 
man improves his misfortunes. An intemperate 
person abuses himself. Modesty adorns a woman. 
Pain must succeed pleasure. Has he accomplished 
his purpose ? Does he manifest a desire ? Will he 
leave the house ? Have they rescued their brother ? 
Read thy lesson. Love your neighbour. 

44. His great valor has acquired universal ap- 
plause. Our greatest enemies have succeeded us. 
Has my dearest friend forsaken me ? I will, I must 
regain his affections. Did the fire consume all my 
vast property 1 My industry shall make it good. 
Shall I offend my dearest, my noblest friend ? My 
every action, my every thought shall speak the con- 
trary. My brother has made himself miserable. 
Our violent tempers render us unhappy. Let 
them go. 

45. Promise a great reward. Give small credit, 
great allowances. I have executed my chiefs first 
command. I love my friend's person, I admire his 
character, I revere his virtues, I will copy his ex- 
amples. Much learning doth make thee mad. 
Your lordship had made many observations. I 
have stated every objection; I have refuted the 
same. The Grays the Wallers strike their tuneful 

I 2 



1 02 INDUCTIVE EXERCISES 

lyres. Our poets sing our country's glories. Let 
us read them. 

46. I will, I have renounced all my pretensions. 
It would be cruel, it would defeat my very inten- 
tions. I have seen much care, much attention, a 
laudable ambition, an earnest desire, a persevering 
effort ; I have seen them all useless. His mind is 
unbiassed, his judgment susceptible. I consider 
him tyrannical, he thinks me refractory. His tutor 
teaches every thing necessary. No one has adopt- 
ed this theory. He saves much unnecessary trou- 
ble. No one has acquired this art. We should 
have escaped those eternal disputations. Any tole- 
rable linguist might have settled this point. 

47. Have you seen any thing ? I have seen no- 
thing, answered Theodore. This is a fine reward. 
I, myself, saw them. I saw them myself. He, 
himself, heard me. He read the book himself. 
You love him yourself. You believed the stories 
yourselves. *' Is this our fate?" said the baron. 
"Does no one answer my call?" said Oram. 
" None ;" said Martin. " Will no one relieve a 
sufferer?" cried the unfortunate Munster. " I will ;" 
replied Obadiah. " We have caught the rogue ;" 
said Henry. " I know it ;" replied James. " We 
will punish him ;" said William. 

Example. — The man left the horse. 

The is a definite article, agreeing with man. 
(The may agree, &c.) Man is a common noun, 
of the third person, singular, masculine gender, in 
the nominative case, and is the subject of left. 
(When a noun, &c.) Left is a transitive verb, (be- 
cause ) in the indicative mood, preterit 
tense, third person, singular, agreeing with its sub- 
ject maw. (Verbs must agree, &c.) The is the 
definite article, agreeing with horse. (The may 



TN ENGLISH GRAMMAR. 10& 

agree, &c] Horse is a common noun, of the third 
person, singular, in the objective case, (because 
) governed by left. {Transitive verbs go- 
vern, &c.) 

FALSE GRAMMAR* 

We know ye both. 
Let they be wise. 
You must not hurt us nor he. 
He and they we know, but who are you ? 
He invited my brother and I to call. 
i Thou only have I chosen. 
He that is idle reprove. 
They that honor me will I honor. 
I alone haTe they left of all that came. 
He, that the master approves, I will honor. 
Whom do you love ? They. 
Whom did he strike ? He. 
We that are studious, he praised. 
I saw she that we saw yesterday. 
I that have been still, they blame. 

Example. — We know ye both. 
There is a violation of grammar in the word ye* 
For as it is the object of the transitive verb know. 
it should be in the objective case according to the 
rule, which says, Transitive verbs, &c. Therefore 
it should be, We know you both. 

LESSON XXVIII. 

OF THE IMPERFECT AND COMPOUND PERFECT 
PARTICIPLES. 

1. In the sentence, " John learns this book ;" 
of which sort of words is learns ? Of which kind ? 

2. Would not the sentence, " John is learning 
this book," give the same meaning as " John learns 
this book?" 



104 INDUCTIVE EXERCISES 

3. Of which sort of words is the word learning f 

4. What part of the verb is the word learning? 
Ans. A participle. 

5. What does participle mean ? Ans. Partaking 
or sharing. 

6. What qualities does a participle partake of, 
besides the qualities of verbs? Ans. Those of 
adjectives. 

7. When I say,^e is learning, is the action com- 
pleted? 

8. Then what kind of a participle is the word 
learning? Ans. An imperfect participle. [See 
page 68.] 

Note. — Mr. Murray, in his grammar, calls this participle, 
& present participle; but still supposes that it is properly an 
imperfect participle. As an inquiry into its nature, justifies 
this supposition, it is so called in this work. 

9. Suppose I say, " I am defending ;" what part 
of the verb is the word defending? Why? 

10. What is the root of the verb, or that part of 
it, from which the other parts are derived? Ans. 
The infinitive. 

11. What has the verb before it, when it is in 
the infinitive mood ? 

NotE.-^The infinitive is the simplest form of a verb. It 
is in fact, a noun used as a verb ; and the word to is put be- 
fore it, to show that it is so used. Therefore, whenever we 
change a noun into a verb, we do it by prefixing the word to ; 
and that noun so changed, becomes the root of all parts of 
the verb. 

12. What is the root of the word learning ? 

13. What part of the verb to learn, is the word 
learning ? 

14. Why is the word learning an imperfect par- 
ticiple ? 

15. How do you alter the verb learn to form its 
imperfect participle ? 



IN ENGLISH GRAMMAR. 105 

16. What is the imperfect participle of to read, 
to venture, to love, to think, to walk, to strike, to 
throiv, to tivist, to invent, to mention, to ask, &c. 

17. What auxiliary denotes the perfect tense '? 

18. Then what kind of a participle is having 
loved ? Ans. A perfect participle. 

1 9. Would not the word loved in some cases ex- 
press completed action ? 

20. Then there are two kinds of perfect partici- 
ples. Now what kind of participle is having 
loved ? Ans. Compound perfect. 

21. What does compound mean 1 Ans. Having 
more than one part. 

22. How is the compound perfect participle 
formed ? 

23. What is the compound perfect participle of 
to invent, to approve, to survive, to send, to read, to 
suppose, &c? 

24. What do participles partake of 1 

25. What do adjectives agree with? 

26. Then what can participles agree with 1 
Rule 11. Participles agree with nouns and pro- 
nouns like adjectives ; as, " The traveler, looking 
about, forgot his road ;" " Loving him, I will sub- 
mit." 

Note. — All grammarians have declared, that participles 

differ from verbs by embracing within them the nature of 

i adjectives ; and it is from this participating quality, that 

i they have derived their name. But I cannot think that they 

have an) 7 more of an adjective within them than other parts 

of the verb. The difference, I think to be this. Participles 

• serve to connect two simple sentences, without a repetition of 

' the subject. Thus, " The traveler, looking about, forgot the 

\\ road," has this meaning, " The traveler looked about and 

1 forgot the road." " Loving him, I will submit," is, " I love 

him, and I will submit." 

The pupil will perceive, that the last method of expressing 

these sentences is not so definite, as that in which we employ 

| the participle. Hence, he will learn that sentences, connected 



106 INDUCTIVE EXERCISES 

by participles, have a more intimate connection, than those 
joined by any other connective. 

As a participle conveys an assertion of the same subject, 
concerning which another verb asserts ; it has a participating- 
nature, and therefore its present name is perfectly applica- 
ble. Hence, the following- rule is preferable to the last. 

Rule 11. — Participles join sentences, intimately 
connected, and having reference to the same sub- 
ject ; as, " The traveler, looking about, forgot his 
road ;" u Loving him, I will submit ;" " Having 
finished his business, he retired." 

RECAPITULATION.— PARTICIPLES. | 

1. What are Participles ? Ans. A participle 
is a form of the verb, which partakes of the quality 
of an adjective. 

Or, a better definition. A participle is a form 
of the verb, which conveys an assertion concern- 
ing the subject of another verb. 

2. What does the imperfect participle express ? 
Ans. The imperfect participle expresses imperfect 
action, or action begun and not ended ; as, " I am 
moving." 

3. What do some grammarians call the imper- 
fect participle % Ans. The present participle. 

4. What does the perfect or compound perfect 
participle express? Ans. Action completed; as, 
" Having moved my things, I sold my house." 

5. How is the imperfect participle formed ? 

6. How is the compound perfect participle 
formed ? 

7. What rule have you for participles ? 

PARSING EXERCISES.— SECT. XI. 

48. Pretending to love us, he has destroyed our 
characters. Brandishing his sword, he intimidated 



IN ENGLISH GRAMMAR. 107 

the assassins. Attempting- to do much, he has done 
nothing. Having proved his accusation false, I 
will proceed to show his design. Having left the 
camp, he penetrated the woods. Having stolen 
the goods, he was desirous to hide them. Having 
sought the privilege, he endeavored to improve it. 
Having promised a reward, I shall bestow it. 

49. Seeking to bestow a benefit, I benefited 

myself. Having pleased his employers, he obtained 

great applause. Having attended the whole con- 

' troversy, I can relate every circumstance. Pleasing 

jmy parents, I receive their affection. Having 

• obeyed their commands, 1 gained their esteem. 

* Hearing such threats, I avoided their company. 
Having obtained such eminence they retired. 

Example. — Pretending to love us, he has, &c. 

\ Pretending is the imperfect participle of the 
I verb to pretend; and agrees with the pronoun he, 
! which is the -subject of has destroyed, according to 
ithe rule, (Participles, &c.) The remaining part 
of the sentence is parsed as before. 

LESSON XXIX. 

OF THE DEFINITE TENSES. 

There is a diversity of opinion respecting this 
Isubject. Some grammarians are much in favor of 
f the definite tenses, and some are much opposed to 
them. If we admit the passive verb, we must also 
ladmit these ; but there appears good reason, to 
discard both of them. Those teachers, who do 
not approve of them, may omit this section. 

1. In what tense is, I am reading ? 
' 2. In what tense is, he was writing ? 

3. In what tense is, thou hast been teaching ? 






108 INDUCTIVE EXERCISES 

4. In what tense is, we had been walking 7 

5. In what tense is, they shall be thinking ? 

6. In what tense is, we will be asking? 

7. In what tense is, I will have been riding ? 

8. In what tense is, I shall have been singing ? 

Note. — As the tenses in this form, are used to express par- 
ticular acts, and to mark the time with precision ; they are 
called by grammarians definite tenses, 

9. Why do grammarians call these tenses defi- 
nite tenses 1 

PARSING EXERCISES— SECT. XII. 

50. He had been riding. His brother was 
thinking. My anger was rising. His noble tem- 
per enabled him to be forgiving. Our knowledge 
should be improving. Things are altering. Your 
friend has been spending his property. They were 
building a house. My children are endeavoring to 
govern their passions. The whole mob has been 
raising an outcry. A victorious army w^s crossing 
the river. 

Example. — He had been riding. 

He is a personal pronoun of the third person,! 
singular, masculine gender, in the nominative case JL 
and is the subject of had been riding. (When theL 
noun or pronoun, &c.) Had been riding is an in-i 
transitive verb, in the indicative mood, pluperfecti 
tense, of the definite form, third person, singular,! 
agreeing with he ; (Verbs must agree, &c.) 

RECAPITULATION.— VERBS. 

1 . What is a verb ? 

2. How many kinds of verbs are there ? Name! 
them. 



IN ENGLISH GRAMMAR. 109 

3. What is a transitive verb ? 

4. What is an intransitive verb ? 

5. How are verbs varied ? 

6. What is mood ? 

7. How many moods are there ? Name them. 

8. What does the indicative mood express ? 

9. What does the imperative mood express ? 

10. What does the potential mood express? 

11. What does the infinitive mood express? 

Note. — The subjunctive mood is yet to be explained. 

12. What other manner of asserting has the 
r erb ? Ans. The participle, 

13. What are participles ? 

14. What is tense? 

15. How many tenses are there in the indicative 
nood ? 

16. -What does the present tense express ? 

17. ¥/hat does the preterit tense express? 

18. What does the perfect tense express? 

1 9. What does the pluperfect tense express ? 

20. What does the first future tense express ? 

21. What does the second future tense express? 
< 22. How many tenses are there in the impera- 
:ive* mood ? 

23. How many tenses are there in the potential 
nood ? 

24. How many tenses are there in the infinitive 
nood ? 

25. How many participles are there ? 

26. Name them. 

27. What does the imperfect participle express ? 

28. What does the compound perfect participle 
Express ? 

29. Why are verbs varied for person and num- 
ber ? Ans. That we may distinguish to what nouns 
hey belong. 

K 



110 INDUCTIVE EXERCISES 

30. Then how many persons and numbers have 
verbs ? 

31. What rule have we for the person and num- 
ber of verbs ? 

LESSON XXX. 

SOME PRINCIPLES OF CONSTRUCTION NOT EXPLAINED 
IN THE PRECEDING EXERCISES. 

1. OF VERBS WITH TWO NOMINATIVES. 

1. If I say, "Charles was called a brave man," 1 
whom do I mean by the word man ? 

2. If Charles and man mean the same person, 
are they not in the same case 1 

3. Are they both before the verb ? Where then \\ 

4. Is it proper to say, me was the person f] 
What is ? 

5. Then is it proper to say, the person was me t 
What then ? 

6. In what case is the word person ? 

7. In what case is the word I? 

Rule. 12. — Intransitive verbs may have the 
same case after, as before them, when both words 
refer to the same thing : as, " It was he ?" " The! 
person was J." 

PARSING EXERCISES.— SECT. XIII. 

51. My friend, Mr. John Granville, is a worthy 
man. That person was his brother. I thought it 
to be him. He was a great man. His esteem is 
my honor. He was my superior. My son is a ro- 
mantic person. I understood it to be him. It was] 
his intention to ford the river. Bonaparte was 3 
great General. Alexander was a Grecian. 

52. Gen. George Washington was our first pre. 



IN ENGLISH GRAMMAR. Ill 

si dent ; John Adams was our next president ; Tho- 
mas Jefferson was our next ; (that is, next presi- 
dent ;) James Madison was our next ; James Mon- 
roe was our next ; John Q. Adams was our last ; 
General Andrew Jackson is our present. 

Example. — My friend, Mr. John Granville, is 
I a worthy man. 

My and friend are parsed as before, being the 
subject of is. Mr. is a common noun, of the third 
person, singular, masculine gender, and in the no- 
minative case, agreeing with John Granville. ( Two 
pr more nouns, &c.) John Granville, is a compound 
proper noun, of the third person, singular, and in 
the nominative case, agreeing with friend. (Two 
or more nouns, &c.) Is is an intransitive verb, in 
the indicative mood, present tense, third person, 
singular, agreeing with friend. ( Verbs must agree, 
&c.) Man is a common noun, of the third person, 
singular, and in the nominative case after is. (Pas* 
sive and intransitive verbs, &c.) 

FALSE GRAMMAR, 

It could not be him. 

It was me that you saw. 

I would have gone if I were him. , 

I am much mistaken if it was her. 

At first they thought I was him. 

They thought I was him. 

They thought it to be I. 

It was him, that spoke to you. 

I supposed it to be he. 

Was it us that you wished for? 

It was her that wrote it. 

I imagined that it was him. 

It was not him ; it was her. 

Is it me ? No ; it is her. 



112 INDUCTIVE EXERCISES 

2. OF PHRASES USED AS SINGLE WORDS. 

1. What are generally the subjects of verbs? 

Note, — Sometimes two or more words, (called a phrase,) 
convey an idea, that cannot be expressed by a single noun. 
In such cases they have the same construction, as would be 
given to a noun, were there one that would convey the same 
meaning. 

2. When two or more words are used to convey 
an idea that cannot be conveyed by a single, word, 
what are they called ? 

3. What construction will they take ? 

Rule 13. — The infinitive mood, or a part of the 
sentence, constituting a phrase, is sometimes the 
subject or object of a verb : as, " To err is human ;" 
" That warm climates should accelerate the growth 
of the human body, and shorten its duration, is very 
reasonable to be believed." 

Articles, adjectives, and nouns may also be used 
with such expressions ; ' as, " To speak the truth is 
honorable ;"'" The sentence, God is just;" "My 
speaking in that manner was wrong." 

PARSING EXERCISES.-^SECT. XIV. 

53. To err is human. To lie is detestable. To 
seek revenge is unkind. He said, I have done the 
deed.. My having neglected my study was wrong. 
The firm, Powers, Thomas, & Co. is a rich firm. 
Threatening revenge was a wrong procedure. The 
Prince of Peace is his title. Ail will be right, was 
his motto. 

Example. — To err is human. 

To err is an intransitive verb, in the infinitive 
mood, and is the subject of is. (The infinitive 
mood, &c.) Is is an intransitive verb, in the in* 



IN ENGLISH GRAMMAS. 113 

dicative mood, present tense, third person, singular, 
agreeing with its subject to err. ( Verbs must agree, 
&c.) Human is an adjective, agreeing with to err. 
(Ai % iicles, adjectives, and nouns, &c.) 

3. INFINITIVE MOOD ABSOLUTE. 

1. What is the rule for the infinitive mood ? 

2. Have you any other rule for the infinitive 
mood ? Ans. Yes, the following : 

Rule 14.— When the infinitive mood does not 
depend on the rest of the sentence, it is absolute : 
as, " To confess the truth, I was in fault." 

PARSING EXERCISES.— SECT. XV. 

1 51. To confess the truth, I was faulty. To pro- 
ceed, he completed the ceremony. To conclude, 

I be honest and upright. To say the least, they are 
good boys. To finish my story, they all appeared 

\ to enjoy good spirits. To begin my story, I have 

\ an aged grandfather. To improve my opportunity, 
I begin to relate my adventures. To prove such 
arguments false, I will proceed to show their ten- 
dency. 

Example, — To confess the truth, I was faulty. 
To confess is a transitive verb, in the infinitive 
mood absolute. (When the infinitive mood, &c.) 



4. INTRANSITIVE VERBS USED TRANSITIVELY. 



I 1. What rule have you for nouns and pronouns, 
1 when objects of verbs? 

2. Do intransitive verbs govern the objective 
case? Ans. They do not. 

3. Then supposing they have an object after 
J them; how is that object governed? Ans. The 
j verb then becomes a transitive verb. 

k 2 



x 14 INDUCTIVE EX2H0I3E3 

Rule 15. — Intransitive verbs, when they signify 
causation, or when they are followed by nouns hav- 
ing similar significations, can be used as transitive 
verbs ; as, " I will walk the horse." " I ran a race" 

Here the verb ivalk signifies causation; that is, I will 
cause the horse to walk. The verb ran is followed by a noun 
signifying the same thing ; that is, race. 

PARSING EXERCISES.— SECT. XVI. . 

55. I will walk the horse. My brother's horse 
ran a race. James walked himself lame. The 
child cried itself asleep. Paul fought a good fight. 
Joseph dreamed a dream. Those children have 
run themselves tired. They are much fatigued ; 
they must sleep themselves quiet. We will walk 
a long walk to see the country. The little girl 
sung- herself to sleep. 

LESSON XXXL 

OP COMPOUND SENTENCES AND CONJUNCTIONS. 

1. When I say, " Life is short," do those three 
words make a sentence ? 

2. When I say, u Art is long," do those three 
words make a sentence ? 

3. When I say, " Life is short and art is long," 
do not those seven words make a sentence ? 

4. When there are two or more little sentences 
put into one large one, what is the large one called ; 
Ans. A compound sentence* 

5. What does compound mean 1 

6. What are the little sentences called ? Ans . 
Simple sentences. 

7. You say those two little sentences are put 
into one large one ; what word connects them to- 
gether ? 



IX ENGLISH GRAMMAR. 115 

8. Of which sort of words is and ? Arts. Con- 
junctions, or connectives. 

9. What does conjunction mean ? Ans. A join- 
rag together. 

Note. — Conjunctions are generally old Saxon verbs or 
nouns, contracted ; and have the same significations which 
those Saxon words had in their primitive state. In the in- 
fancy of language, such words were used to connect one 
part of the sentence with another ; and, by frequent use, 
they became contracted into their present forms. (See Pars- 
ing Lesson.) 

10. What is a conjunction ? Ans. A conjunction 
is a word, that is chiefly used to connect sentences, 
so as out of tivo or more to make but one. 

11. Is the sentence, "You are happy because 
you are good," simple or compound ? 

12. Which are the simple sentences? 

13. Which word connects them? 

14. Of which sort of words, is because ? 

15. Is the sentence, " He is happy though he is 
poor," simple or compound ? 

16. Which are the simple sentences ? 

17. Which word connects them? 

18. Then of which sort of words, is though ? 

19. Socrates and Plato were wise ; now mention 
separately who were wise. 

20. What word connects them? 

21. "Ignorance or negligence has caused this 
mistake." Now mention separately wnat has caused 
this mistake. 

22. What word connects them ? 

23. Then of which sort of words, is or ? 

24. You said that the sentence, " Ignorance has 
caused this mistake, or negligence has caused this 
mistake ;" was the meaning conveyed by the sen- 
tence, " Ignorance or negligence has caused this 
mistake." What is the difference between the 



116 INDUCTIVE EXERCISES 

two sentences? Ans. There is an omission of 
words in the sentence, " Ignorance or negligence 
has caused this mistake." 

25. What is the omission of words called in 
grammar? Ans. Ellipsis. 

26. Is it proper to say, he loves me, and he loves 
she ? 

27. Then is it proper to say he loves me and she ? 
What then? 

28. In what case are the words me and her 1 

29. Is it proper to say she went and me went ? 

30. Then is it proper to say she and me went ? 
What then? 

31. In what case are the words she and I? 

32. What principle do we derive from this? 
Ans. When any sentence is elliptical, the words 
that are used must be the same that mey would be 
if the sentence were fully expressed. Hence, we 
derive the following ; 

Rule 16. — When sentences are elliptical, con- 
junctions generally connect the same cases of nouns 
and pronouns ; and the sa?ne moods, tenses, and 
participles of verbs ; as, "He assisted me and her ;" 
" He speaks and writes well." 

RECAPITULATION.— CONJUNCTIONS. 

1. What is a sentence? 

2. How many kinds of sentences are there? 
Ans. Two* 

3. Which are they? Ans. Simple and com- 
pound. 

4. What is a simple sentence ? 

5. What is a compound sentence ? 

6. What do we sometimes use to connect simple 
sentences? Ans. Conjunctions. 

7. What is a conjunction ? 



IN ENGLISH GRAMMAR. 117 

8. Give a list of conjunctions. Ans. The fol- 
lowing are the principal : 

and, either, lest, that, 

although, except, neither, than, 

as, for, nor, though, 

because, however, notwithstanding, unless, 
but, if, • or, yet. 

9. What frequently attends the use of conjunc- 
tions ? Ans. An ellipsis. 

10. What is an ellipsis ? Ans. An omission of 
words. 

11. Of what principle must we be careful when 
sentences are elliptical ? 

12. What rule arises from this ? 

Note. — Sometimes the use of one conjunction requires the 
use of another, in order to complete the sense. In such 
cases, one is said to connect sentences, with the assistance 
of the other; and both together are called correspondent con- 
junctions. 

The correspondent conjunctions are : 
though , yet or nevertheless , 

whether, or, 

either, or, 

neither, . nor, 

as, so. 

PARSING EXERCISES.— SECT. XVII. 
6. He deceived me and* you. I saw him and 
her. John displeased his father and mother. The 
master teaches me and my sister. We love and 
respect him. We will go and visit him. I can go 
and watch him. True virtue is lovely and praise- 
worthy. My brother reads and writes. These 
things are pleasant and advantageous. 

1 And is the imperative an-ad, which is from th© Saxon 
verb anan-od, signifying; .to add the rest; as, "Two and two 
are four •" that is, " Two add the remaining two are four." 



118 INDUCTIVE EXERCISES 

57. I will assist him, though 2 I dislike his con- 
duct. He loves me, though I have been wicked. 
He is determined to do it, though he knows it to 
be wrong. He continues to do evil, although 3 we 
have admonished him. I love and respect my 
cousin, although I have seen his defects. 

58. I respect him because 4 I know his worth. 
Because you have violated my law, I shall punish 
you. I shall visit him, because he has visited me. 
As 5 you have begun to tell the story, you may 
finish it. As you are determined to proceed, I will 
make no objections. As the warm weather is ap- 
proaching, we shall leave town. 

59. I dislike him, but 6 I love his brother. I 
expected to see him, but I saw his brother. This 
book is dirty, but it is a good one. My knife is 
dull, but it will answer your purpose. I like all 
his sons but 7 Joseph. I have read all his books 
but one. He answered every question but the last. 
They all spoke but my brother. They were all 
sick but he. 

2 Though is the imperative tlieah, or thah, (Saxon ;) or 
thauh, (Gothic;) signifying grant, allow, admit ; as, "Though 
he slay me, yet will I trust in him ;" i. e, " Admit or allow 
he will slay me, &c." 

3 Although is all and though compounded ; signifying 
allow all, grant all this. 

4 Because is the compound of the Saxon he, for by, and 
cause; as, "I love him because he is good;*' i. e. "I love 
him by the cause he is good." 

5 As is sometimes used for because ; as, " As it is your wish, 
I will speak to him ;" i. e. u Because it is your wish, &c." 

6 But has two derivations and two distinct significations* 
In the first sense, 

But is either the noun bote, or the imperative hot, from the 
verb botan, to boot, or superadd ; as, " I will go, but I will not 
stay ;•" i. e. u T will go, boot, or compensation, I will not stay." 

7 But Is also from the Saxon butan, and signifies, except- 
ed, left out ; as, " I saw them all, but James ;" i, e. " I saw 
them all, excepted, or left out, James.' 



IN ENGLISH GRAMMAR* 119 

60. Either 8 you or 9 I must go. You shall either 
read or write. Either he is gone or intends to go. 
Neither 10 he nor 11 his son has gone. He could 
neither eat nor drink. Except 1 ' 2 you repent, you 
shall receive punishment ; for 13 the law requires it. 

61. I will give the reward, for I promised it. 
Such remarks are wrong, for they are unjust. The 
industrious will succeed, for they pursue the right 
method. I believe their whole story ; however 14 I 
shall espouse his side. For, notwithstanding 15 he 
has faults, he has good intentions. 

62. If 16 you are sincere, I will assist you. If he 
desires it, I will visit him. He will speak if they 
request it. If he endeavors to succeed, he will. 
Take care lest 17 you fall. Unless 18 you are care- 

8 Either has been described as an adjective. As an ad- 
jective it refers to a noun or pronoun. As a conjunction it 
refers to sentences. (See page 63.) 

9 Or is probably a contraction of other, and refers to sen- 
tences. 

10 Neither has been already described. (See page 63.) 

11 Nor is the compound of ne signifying not, and or. 

12 Except is the imperative of the verb to except, 

13 For is probably from the Gothic noun farrina, signify- 
ing cause ; as, " You must be careful, for there is danger ;" 
i. e. " You must be careful, the cause there is danger." 

14 However is how and ever compounded, and is generally 
an adverb. When a conjunction, it signifies notwithstanding. 

15 Notwithstanding is not prefixed to the participle with- 
standing, signifying opposing. 

16 If, formerly written gif, is the imperative gif of the 
verb gifan, to give ; as, " If his feelings are the same as 
mine, I wonder he can move ;" i. e. " Give or allow that fact, 
I wonder he can move." 

17 Lest is the past participle lesed of the verb lesan, to dis- 
miss ; as, " We must be careful, lest we may be fomf d guilty ;" 
i. e. "That dismissed or omitted, we may be found guilty." 

. 18 Unless is the imperative Onles, from the verb onlesan, 
to dis7niss ; as, "Unless ye believe, ye shall not understand." 
i. e. " Dismiss, or take out, ye shall believe, ye shall not un- 
derstand." 



120 INDUCTIVE EXERCISES 

fu3 you will fall. I shall punish you unless you 
stop. You would visit me unless you were angry. 

63. He promised that 19 he would learn his les- 
son. I saw that he wished to proceed. Insinuating 
that I had committed a fault, he has injured my 
character. Supposing that he had your consent, I 
gave him the books. 

64. The sun is brighter than 20 the moon. He 
is wiser than his teacher. I think that he is more 
industrious than his brother. Although he is more 
studious than we, yet 21 we are more fortunate than 
he. Although he has promised, yet I distrust him. 
Although he has wronged me, yet will I assist him. 

Example. — He deceived me and you. 
He, and deceived, are parsed as before. Me is a 
personal pronoun, of the first person, singular, and 
in the objective case, governed by deceived, (Tran- 
sitive verbs, &c.) And is a conjunction connecting 
the sentences, He deceived me, and He deceived you. 
You is a personal pronoun, of the second person, 
singular or plural, and in the objective case, go- 
verned by deceived, and connected to me by the 
conjunction and. (When sentences are elliptical? 

19 That is the Saxon article or pronoun that ; and retains 
the same signification that it does when used as a pronoun ; 
as, " I would wish you to believe, that I would not wilfully 
hurt a fly ;" i. e. " I would not wilfully hurt a fly : I wish 
you to believe that [assertion.]" That, (in the Anglo-Saxon 
thaet,) is probably the- past participle of the verb thean, to get, 
to take, to assume. And it always refers to some thing or 
things, person or persons, taken, assumed, or spoken of before. 

20 Thai* is probably from the Saxon thanne, or Gothic than, 
signifying then or after; as, "He is wiser than you ;" i. e. 
" He is wiser, [and] then or after you." 

21 Yet is probably from the Saxon verb getan, to get, or 
to obtain ; as, " He is rich ; yet he is unhappy ;" i. e. " Got 
or obtained that fact, he is unhappy." 



IN ENGLISH GRAMMAR. 121 



FALSE GRAMMAR. 

My brother and him are good grammarians. 

You and us enjoy many privileges. 

She and him are unhappily connected. 

Between him and I there is some disparity of 
years ; but none between him and she. 

If he understood the subject, and attends to it 
industriously, he will meet with success. 

He behaved well, and generally appears to good 
advantage. 

You and me will stay at home. 

Her and I will visist you next week. 

LESSON XXXII. 

' NOUNS CONNECTED BY THE CONJUNCTION AND. 

1. When I say, " Socrates and Plato were wise," 
how many were wise ? one or more ? 

2. Then in what number should the verb be ? 

Rule 17. — Two or more nouns in the singular, 
joined by and, must have verbs and pronouns in 
the plural : as, " Socrates and Plato were wise." 

PARSING EXERCISES.— SECT. XVIII. 

65. Socrates and Plato were wise. The king 
and queen have appeared. Their pride and haughti* 
ness have abated. Piety and virtue are gracefu* 
and becoming. His father, and mother, and uncle 
,were present. Although we may be young, healthy, 
and prosperous ; yet old age, disease, and poverty 
may overtake us. Patience and diligence may re- 
move mountains. He and she have recited their 
lessons. My brother, my father, my mother, and 
all my friends have consented to visit me. 
L 



122 INDUCTIVE EXERCISES 

Example. — Socrates and Plato were wise. 
Socrates and Plato are parsed as before, each ir! 
the nominative case, and part of the subject of tht 
verb were. Were is an intransitive verb, in th< 
indicative mood, preterit tense, third person, plural 
agreeing with Socrates and Plato. (Two or mor 
nouns, &c.) Wise is an adjective, agreeing wit! 
Socrates and Plato. 

FALSE GRAMMAR. 

Innocence and happiness dwells together. 

Idleness and ignorance is the parent of vice. 

Time and tide waits for no man. 

Patience and diligence removes mountains. 

Temperance and exercise preserves health. 

His father and mother was at home. 

His health and his reputation depends upon it. 

Beauty and force of expression is in his style. 

Industry and frugality leads to wealth. 

My flesh and my heart faileth. 

There is force and beauty in his style. 

Our happiness and prosperity rests upon it. 

NOUNS CONNECTED BY THE CONJUNCTION OR. 

1. When I say, " Ignorance or negligence he 
caused this mistake," do I mean one or both ] 

2. Then in what number should the verb be 1 

Rule 18.— Two or more nouns in the singula 
joined by or or nor, must have verbs and pronoui 
in the singular ; as, " Ignorance or negligence lit 
caused this mistake." 

PARSING EXERCISES.— SECT. XIX. 

66. Ignorance or negligence has caused th 
mistake. John or Henry must leave. Neith 
honor nor fame is sure. Pleasure or pain will su 



IN ENGLISH GRAMMAR. 123 

ceed our actions. Neither money nor credit was 
attainable. Either he or I will be present. Re- 
nown or disgrace will be yours. Neither could 
'promises nor warnings prevail. Neither you nor I 
'expect it. Neither prosperity nor adversity should 
^overcome us. Happiness or misery awaits all 
men. Idleness is baneful ; but industry promotes 
happiness. Seek neither rank nor authority ; but 
be content if thou shalt find a competence. Neither 
beauty nor wit was his. 

Example. — Ignorance or negligence has caused, &c. 

Ignorance and negligence are parsed as before, 
and each of them is the subject of the verb has 
caused. Has caused is a transitive verb, in the in- 
dicative mood, perfect tense, third person, singular, 
and agrees with ignorance and negligence, each of 
them taken separately. (Two or more nouns, &c.) 

FALSE GRAMMAR. 

Either ability or inclination were wanting. 
Neither analogy nor pronunciation justify these 
faults ; neither do use nor simplicity.' 

There are neither honor nor virtue in some. 
Idleness or carelessness occasion this. 
Courage or contrivance have effected this. 
Neither pride nor vanity were imputed to him. 
Neither are pride nor avarice laid to his charge. 
Care or attention were wanting. 

LESSON XXXIII. 

OF CONNECTIVE OR RELATIVE PRONOUNS. 

1 . How many verbs with a subject, has a simple 
sentence ? Ans. One. 

2. If the sentence has more than one verb with 
a subject, is it simple or compound 1 



|24 INDUCTIVE EXERCISES 

3. Is the sentence, " That is the man who wrote 
the letter," simple or compound ? 

4. How many simple sentences are there in it ? 

5. What word connects the two simple sen- 
tences ? 

6. What does who mean ; who wrote the letter ? 

7. Man is a noun ; and if who stands for man, 
of which sort of words is who ? 

8. You say that tvho connects the two simple 
sentences ; now what kind of a pronoun is who ? 
Ans. A connective pronoun. 

9. Is the sentence, " This is the house which 1 
built," simple or compound ? 

10. Which are the simple sentences in it? 

11. What are they connected by? 

12. What does which mean ? What did I build? 

1 3. Then if which stands for house, of which 
sort of words is which ? 

14. If which connects the two simple sentences, 
what kind of a pronoun is which ? 

15. Is the sentence, " This is the book that I 
want," simple or compound ? 

16. Which are the simple sentences in it? 

17. What are they connected by ? 

18. What does the word that stand for? 

19. Of which sort of words is the word that? 
20* What kind of a pronoun ? Why ? 

21. Is the sentence, " The man, who is virtuous, 
will be happy," simple or compound? 

22. What is the subject of will he happy ? 

23. Of what verb is who the subject ? 

24. Then which are the simple sentences in this 
compound sentence ? 

25. What are they connected by ? 

26. Of which sort of words is who ? 

27. Is the sentence, " The bird, which sung so 
sweetly, has flown," simple or compound ? 



IN ENGLISH GRAMMAR. 125 

28. What is the subject of the verb hasfiown ? 

29. What is the subject of the verb sung? 

30. Then which are the simple sentences in this 
compound sentence ? 

31. What are they connected by 1 

j 32. Of which sort of words is which? 

33. Which are the simple sentences in the follow- 
ing sentences, "He who endeavors, will please his 

9 employers ;" " The bird which sung has flown ?" &c. 
\ (See next Parsing Lesson. Page 127.) 

34. Of which sort of words is which ? 

[ 35. Do the sentences, " This is what I wanted," 
and " This is the thing which I wanted," mean the 
same ? 

36. Are they simple or compound ? 

j 37. What is the connecting word in the first ? 

i 38. What words, does -what stand for, when it is 
a connective pronoun ? (See the second sentence 

, in Ques. 35.) 

39. Of which sort of words is what ? 

j 40. Is the sentence, " Whoever says so is a 

I friend," simple or compound? 

41. Would not the sentence, "He who says so, 
is a friend," mean the same ? 

42. Then what does whoever stand for? 

43. Of which sort of words is whoever ? 

44. Is the sentence, " Such as are honest, will be 
respected," simple or compound ? 

45. Which are the simple sentences in it? 

46. What are they connected by ? 

i 47. Of which sort of words is as ? 

48. What is as the subject of? 

49. What are connective pronouns generally 
called ? Ans. Relative pronouns. 

50. Why are they called relative pronouns? Ans. 

I 0£ L 2 



126 INDUCTIVE EXERCISES 

Because they relate to some word going before, which 
they stand for. 

Note. — As every pronoun relates to some word as its an- 
tecedent, all of them may be called relative pronouns. The 
word connective appears to distinguish these pronouns better ; 
but either may be used according to the will of the teacher. 

51. What is the word which they stand for called, 
when it goes before the relative or connective pro- 
noun ? Ans. Antecedent. 

52. What does antecedent mean ? Ans. Going 
before. 

53. What is it called when it goes after the pro- 
noun ? Ans. Subsequent. 

54. What does subsequent mean ? Ans. Going 
after. 

55. In the sentence, " This is the person whom 
I love," which is the connecting word? 

56. What does whom stand for ? 

57. Of which sort of words is whom ? 

58. What is said about whom ? 

59. Then is whom the subject or object of love ? 

60. Then in what case is whom ? 

61. In the sentence, " He is an author, whose 
works I admire," which is the connecting word ? 

62. What does whose stand for ? 

63. Whose works do I admire ? 

64. Then if they are the author's works, in what 
case is the pronoun whose ? 

65. Is it proper to say thou who love it ? What is? 

Rule 19. — Pronouns are of the same person and 
number, as the nouns for which they stand ; and 
their verbs must agree with them accordingly ; as, 
" It is thou who seest it." 

RECAPITULATION.— PRONOUNS. 

1 . What are pronouns ? 

2. How many kinds of pronouns are there 1 



IX ENGLISH GRAMMAR. 127 

3. Name them. Ans. Personal, and Connective 
or Relative, 

4. What are personal pronouns? 

5. Which are they ?■•■•-. 

6. What are connective pronouns? Ans. Those 
that are used not only to supply the place of nouns, 
but also to connect one member of a sentence to 
another. 

7. Which are the connective or relative pro- 
nouns ? Ans. Who, whose, whom, which, that, what, 
and sometimes whoever, and whosoever. 

8. What rule have you for pronouns ? 

9. In what case is ivho ? Whose f* Whom ? 

Note. — Who is generally used for persons, but the other 
connective pronouns are used for animals and things. 

PARSING EXERCISES.— SECT. XX. 

Note. — When connective pronouns are in the objective 
case, they must precede those transitive verbs that govern 
them : as, " He, whom I admire, is worthy." 

When that and as can be changed into which, 
who, or whom, they are connective or relative pro- 
nouns. 

67. He, who endeavors, will please his employ- 
ers. The bird which sung has flown. The man, 
who is upright, will be happy. The trees, which we 
planted, are fruitless. The man, that they exiled, 
bad returned. Those, who persist, will obtain their 
reward* The man, whom we saw, is sick. 

08. The army, that attempted to cross the river, 
has succeeded. He despises those honors, which 
the vulgar give. I refused those, which were poor. 
Muiv people, who seemed to be poor, presented 
themselves. We all form some principles, which 

* Whose is used as the possessive of who and which. 



128 INDUCTIVE EXERCISES 

are erroneous. He has lost all the credit, which 
he had obtained. Did he fulfil that, which he had 
promised? Did he obtain that, which he sought? 
Will you forsake the friend, who has protected you ? 
Whose judgment has he followed ? 

69. Have you seen what, [i. e. the thing which,] 
you desired to see ? Has he done what he intended 
to do ? Were his remarks what you expected ? 
He has done what I requested him to do. He 
seems to do what is wrong. What you have said is 
a perfect riddle. What I have seen I will declare. 
What distresses me, is my great guilt. What he 
thinks, is nothing ; but what he does, deserves 
censure. That is what I wanted. Whose book 
had you ? 

70. Such as are wise will profit. The perform- 
ances were such as would please any one. Who- 
ever seeks perfection will find disappointment. 
Whoever attends will improve. Whosoever* will, 
let him come. Whatever* is, is right. I wish you 
to remember whatsoever is said. Whatever you 
desire I will perform. These are such quills as I 
desired. I dislike such as you use. 

71. Whose deeds are these ? whose great mind 
planned them ? whose mighty power executed 
them? whose boundless wisdom supports them? 
whose will controls them? whose authority can 
check them? and whose sovereign pleasure will 
dissolve them ? That great being's, who sustains all 
things, whose attributes are infinite, whose power 
is unbounded, and whose duration is everlasting. 

Example. — He, who endeavors, will please, &c. 

He is a personal pronoun, of the third person, 

singular, masculine gender, in the nominative case, 

* Whoever, whatever, and whatsoever are sometimes connective 
pronouns. 



IN ENGLISH GRAMMAR. 129 

and is the subject of the verb will please, {When 
a noun or 'pronoun, dec.) Who is a connective or 
relative* pronoun, used instead of the word he, and 
therefore, of the third person, singular, masculine 
gender. [Pronouns are of the same person, dec.) 
It is in the nominative case, and is the subject of 
the verb endeavors. (When a noun or pronoun, 
dec.) Endeavors is an intransitive verb, dec. and 
agrees with its subject who. ( Verbs must agree, 
dec.) Will please is a transitive verb, dec. agreeing 
with its subject he. (Verbs must agree, dec.) 

FALSE GRAMMAR. 

He, that trust in the Lord, has a sure friend. 

Errors that originates in ignorance are excusable. 

He sought those stations, which was high. 

Who did they send on this business ? 

That is the man, who he injured. 

Thou, who sent the challenge, art to blame. 

You have all the books that was mine. 

He is among those people, who loves his friends. 

Thou art the only person who has advised me. 

I saw every person who were said to be there. 

Let each of us bear our part in this affair. 

Each of them gave their assent to my proposal. 

Every one who were there took my part. 

Neither of our friends have given their assent. 

It is not the uttering or the hearing of certain 
words, that constitute the worship of the Almighty. 

Example. — He that trust in the Lord has a sure 
friend. 

There is a violation of grammar in the word 
trust ; for as the pronoun that refers to the word he, 
it is of the third person singular ; and the verb 
must agree with it accordingly, according to the 

* At the option of the teacher. 



130 INDUCTIVE EXERCISES 

rule which says, Pronouns are of the same person, 
&c. It should be " He that trusts in the Lord, 
&c." 

LESSON XXXIV. 

OF PREPOSITIONS. 

1. Is it proper to say, " George lives the house?" 
What then? 

2. What word connects house to live ? 

3. Of which sort of words is in ? Ans. Prc- 
positions. 

4. What does preposition mean ? Ans. Placed 
before. 

5. What are prepositions ? Ans. They are con* 
nectwes. 

6. What is the use of prepositions ? Ans. Pre- 
positions connect words, by showing the relations, 
which one thing has with another. 

7. What does relation mean ? Ans. Connection 
between one thing and another. 

Thus, we say, that one person is a relation of another ; 
that is, there is a connection between them. 

8. What does George live in ? 

9. What is done in the house ? 

19. Then what words, does the preposition in 
show the relation between ? 

11. In the sentence, he spoke about me, which 
word connects me with spoke ? 

12. Then of which sort of words is about ? 

13. About what? 

14. What about me? 

15. Then what words, does about show the re- 
lation between ? 

16. In the sentence, he was among the Jews % 
which word connects Jews with was ? 

17. Then of which sort of 'words is among? 



IN ENGLISH GRAMMAR. 131 

18. Among what? 

19. What among Jews ? 

20. Then what words, does among show the 
relation between ? 

21. In the sentence, that was the intention of 
him, of what sort of words is of? 

22. Of what? 

23. What of him ? 

24. Then what words, does of show the relation 
between ? 

Note. — Prepositions and conjunctions are the same class 
of words, with a very slight difference of use. That is, con- 
junctions connect sentences, and prepositions connect words. 
On this account, we sometimes see the same word used, at 
one time, for a conjunction, and at another time for a pre- 
position. See Parsing Lessons. 

25. Is it proper to say it is the intention of I? 
What is? 

26. In what case is me ? 

27. Is it proper to say he came to we ? What is ? 

28. In what case is us ? 

29. Is it proper to say we sent to he ? What is ? 

30. In what case is him ? 

31. What do we say of a noun or pronoun, when 
it must be in a particular case ? 

Rule 20. — Prepositions govern their objects in 
the objective case : as, " He was before me ;" " I 
was visited by him." That is, their objects mus 
be in the objective case. 

RECAPITULATION. PREPOSITIONS. 

1. What are Prepositions 1 Ans. Prepositions 
are words placed before nouns and pronouns, to 
connect them with other words, and show some 

i relation between them. 

2. Give a list of the prepositions. 



132 


INDUCTIVE EXEKCISES 


The 


following are 


the principal Prepositions 


Of 


without 


over 


near 


to 


about 


on 


around 


for 


beside, or 


upon 


against 


by 


besides 


under 


since 


with 


among 


through 


nigh 


in 


between 


before 


during 


at 


betwixt 


behind 


except 


into 


above 


after 


underneath 


within 


below 


beyond 


until 


amidst 


beneath 


towards 


unto 


across 


athwart 


from 


throughout 



3. What rule have you for prepositions ? 

PARSING EXERCISES.— SECT. XXL 

72. A day consists of 1 twenty -four hours. Alex- 
ander the Great, was a king of the Macedonians. 
He overran the greatest part of the world. Co- 
lumbus was the discoverer of America. We are 
all hastening to 2 our graves. We should give 
honor to whom honor is due. We should prefer 
virtue to riches. We are indebted to Cadmus 
for 3 the invention of letters. 

73. We were, anxious for your welfare. I loved 

1 Of, (in the Gothic and Anglo-Saxon, af,) is a fragment 
of the noun afara, which means consequence, successor, or 
offspring. Hence, of signifies proceeding or issuing from ; 
as, " It is the work of my brother;" that is, " It is the work 
proceeding from my brother." 

It also sometimes expresses possession, because the thing- 
possessed is frequently produced by the possessor. - 

2 To, is probably, the remains of a Gothic noun signifying 
act, effect, or end ; and is derived from the verb tauyan, to 
do; (for what is done, is effected or ended.) To generally 
signifies the coming end ; as, " He reads from morn to 
night ;" that is, " He reads from morn, the coming end 
night." 

3 For, has been described as a conjunction. It has the 
same meaning, when it is used as a preposition. 



IN ^XGLISII GRA3IMAI*. 133 

him for his virtue. Yv T e are to succeed by 4 indus- 
try and application. By means of a virtuous life, 
we have a quiet conscience. He went with 5 me 
to the church. I read\hat book with great plea- 
sure. In 6 the United Styes is a great diversity of 
climate. In what part of Pennsylvania is Phila- 
delphia ? In the eastern pW 

74. He is living at 7 the extremity of the road. 
He has been at much trouBe for us. Alexan- 
der was at war with the Persies. He has o-one 
into 8 the house. We should examine into the rea- 
son of every grammatical rule. Yi e mus t keep 
within 9 the bounds of good sense. \ shall see you 
within twenty days. 

4 By, is the Saxon big or be, and the Gothic &. jj or D y . 
derived probably from a verb signifying to near'>J s »fJe 
stood by the river ;" that is, " He stood near the riv^./» 

As when any action is performed, we generally Appose 
that the agent who performs the action is near ; the wg-^ y 
is used to denote that connection, and hence has acquirec*h e 
secondary meaning of instrumentality ; as, " The work v^ 
performed by David ;" that is, " David being, either perso] 
ally or representatively, near" 

5 With, is from the Saxon withan, to join ; as, " He built 
a house with a roof;" that is, " He built a house, joined a roof." 

As any thing that is joined is near, with frequently sig- 
nifies near; as, "I am with my father;" that is, "near my 
father." In this sense, it is used to denote instrumentality, 
in the same manner, as was described when treating of by ; 
as, " He was killed with a sword." 

6 In, signifies inclosure; as, " He lives in the house," that is, 
" He lives, the inclosure, the house." It is probably derived 
from inna, the interior part of the body, or a cave or cavern. 

7 At, signifies primarily towards, and from that, near; as, 
" He shoots at a mark ;" that is, " towards the mark." 

8 Into, is the compound of in and to ; and denotes motion 
towards, in connection with in ; as, " Come into the house ;" 
that is, " Come towards the inclosure the. house." 

9 Within, is the compound of with and in ; and denotes a 
nearness to the sense expressed by in ; as, " It is within my 
sight ;" that is, " joined to the space enclosed by my sight." j 

M 



134 INDUCTIVE EXEllC^ES 

75. He was my friend airiest 10 all my misfor- 
tunes. Columbus was the fi;st who sailed across 11 
the Atlantic. We all wen' across the river to see 
the army. He succeeded without 12 much difficulty. 
He intends to reside without the city. He has 
come with his attendant about 13 him. 

76. She keeps her children beside 14 her. He 
has lived among 15 tte French. He was between 16 
two armies. He I betwixt 17 two opinions. The 
king sits upon 18 tie throne. He has risen above 19 
his parentage ; lut his brother has fallen below 20 it. 

1° Amidst is ae compound of a and midst A is supposed 
to be the ren* 113 *^ of the Saxon ge, which signified with. 
Midst is the uperlative of mid, which signifies an inclosed 
place. Her^ e » 'midst signifies the inmost place ; and amidst, 
with the i'Most place ; as, " I saw him amidst the waves ;" 
that is 'toitfA the inmost place of the waves." 

11 ^jross, is the compound of a and cross, which signi- 
fies pissing from one side to the other. 

¥ Without, is the compound of with and out. Out is 
p*)bably derived from a verb signifying to expel, or to ex- 
mde ; as, " He is without the house ;" that is, " with that 
part excluded by the house." 

13 About, is derived from the Saxon onbota, onbuta, of on- 
butan ; and signifies on the circle or outside. 

14 Beside, or Besides is the compound of be, (by,) and side; 
as, " I was beside him ; that is, " I was by the side of him." 

15 Among, is the past participle gemang or onmang, 
from the Saxon gemangan, to mingle. As ge signifies with, 
among must mean mingled with; as, " He was among rob- 
bers ;" that is, " mingled with robbers." 

16 Between, is the compound of be, (by,) and twegen or 
tweg, signifying twain, two parts or parcels. 

17 Betwixt, is the compound of be, (by,) and twux, twyx t 
or twyxt, which means two. 

18 Upon, is from the Saxon ufan, or ufon, signifying the top. 
It has the same meaning, that is expressed by on. 

19 Above, is the compound of ab or af, and ufan or ufon r 
written in Saxon abufan. As af signifies from, (see No. 1,) 
and ufan signifies top; abufan must mean from the top* 
Above therefore signifies higher, and, figuratively, superior. 

20 Below, is the compound of be, (by,) and low, and signi- 
fies under ; and, figuratively, inferior. 



IN ENGLISH GRAM31AR. 135 

He believes that his opponent is beneath 21 his no- 
tics : but he will find him among his strongest ad- 
versaries. The Mediterranean is between Europe 
and Africa. 

77. The carpenters laid the planks athwart 22 the 
beams. Over 23 these planks, they nailed fine 
smooth boards, which formed an excellent floor. 
People have seen black spots on 24 the sun. Cana- 
da is under 25 the government of Great Britain. 
The Erie canal passes through 28 Utica. We were 
subject to Great Britain before 27 the declaration of 
independence. 

78. The Indian had secreted himself behind 28 a 
tree. After 29 death, comes the judgment. We 
should look beyond 30 the present time. We ought 

21 Beneath, is the compound of be and neothan, low. 

22 Athwart, is probably compounded from ath or oth, (to,) 
and the verb weortian, to turn. It signifies across, from side 
to side. 

23 Over, is from ober or ofer, beyond. It is applied either 
to the side, or top, and, figuratively, to excess. 

24 On, has, for its primitive signification, towards or meet- 
ing. Its derivative signification is, near the surface ; as, 
" The knife is on the table ;" that is, " near the surface of 
the table." 

25 Under, is probably the compound of on and neder, nether ; 
and signifies on the lower side. 

25 Through, is from thuruh, a door, gate, or passage ; as, 
" The arrow flew through the air ;" that is, " The arrow flew 
the passage, the air." 

2? Before, is the compound of be, (by,) and fore ; and sig- 
nifies near the fore part ; as, " Trees are before the house ;" 
that is, " Trees are near the fore part of the house." 

28 Behind, is the compound of be, (by,) and hind ; and sig- 
nifies near that which follows. 

29 After, is the comparative of the noun aft, which means 
behind. 

30 Beyond, is the compound of be and geond, the past par- 
ticiple of gan, to go or to pass. So that beyond means by the 
past ; as, " He lives beyond the bridge ;" that is, " He lives 
by the place that is past the bridge." 



136 INDUCTIVE EXERCISES 

to aspire towards 31 perfection. From 32 actual ex- 
periment, we have established this fact. He lives 
near 33 the church. Let us walk around 34 the field, 
Against 35 wicked practices we contend. 

79. Many remarkable circumstances have hap- 
pened since 36 that time. He lives nigh 37 the river. 
We sleep during 38 the night. All except 30 myself, 
were in favor of the motion. He signed his name 
underneath 40 the writing. He remained until 41 
night. He will persevere unto 42 death. We find 
the same spirit throughout 43 all his actions. 

31 Towards, is the compound of to and wai d or weard, 
from the verb wardian or weardian, to regard. Hence, to- 
ward signifies the end regarded ; as, " Come towards me ;" 
that is,' "Come the end regarded me." 

In all adverbs of this termination, ward retains the same 
signification. 

32 From, is probably the Anglo-Saxon and Gothic noun 
from, which means, beginning, origin, source, fountain, au- 
thor ; as, " Light proceedeth from the sun ;" that is, " Light 
proceedeth, the beginning or source, the son." 

33 Near, is probably the comparative of nigh, which sec. 

34 Round and its compound around is probably from the 
French rond,GV the Danish rund, a circle. 

35 Against, is from the Saxon ongean or agean, and some- 
times togeancs. Gean signifies front ; and on or to signifies 
towards. Hence, against signifies, primarily, towards the 
front, and, secondarily, opposing. 

36 Since, is probably from sithan, a participle of the verb 
siihian, to pass ; and denotes after. 

37 Nigh, is from the Saxon neh, nih, neah, or neahg ; and 
signifies approaching. Near is its comparative, and next is 
its superlative. 

38 During, is the present participle of dure, to continue. 

39 Except, is the imperative of the verb to except. 

40 Underneath, is the. compound of under and neath. (See 
No. 21.) 

41 Until, or till, is the Saxon til or title, from the verb 
atillan, to come to. It signifies to, and is applied to time. 

42 Unto, is the compound of un and to. It was formerly 
used with the same signification as to ; but is. now obsolete. 

43 Throughout, is the compound of through and out; and 
signifies quite through. 



IN ENGLISH GRAMMAR. 137 

Note 1. — Prepositions sometimes govern phrases or mem- 
bers of sentences ; as, 

80. Since writing the above, I have seen your 
brotiier. In expressing my approbation of such 
sentiments, I gratify myself. By being honest and 
upright, we secure the esteem of our fellow beings. 
After he had spoken, the audience seemed ready 
to disperse. 

Note 2. — The preposition to is frequently omitted before a 
personal pronoun ; as, 

81. They gave him many thanks. I will allow 
you a week for repentance. Let us give him a 
proof of our friendship. He taught me grammar. 
They have written me a long letter. We will send 
you an account of our voyage. 

Example* — A day consists of twenty four hours. 

A day consists is parsed as before. Of is a pre- 
i position, signifying proceeding from, and shows the 
\ relation between consists and twenty four hours. 
' Twenty four is a numeral adjective, agreeing with 
hours. (Adjectives must agree, &c.) Hours is a 
common noun, &c. in the objective case and go- 
verned by the preposition of {Prepositions go- 
J vern, &c.) 

Questions. — From what is derived? What 

; d oe s signify ] What relation does show ? 

FALSE GRAMMAR. 

From he that is needy turn not away. 
We are each to work for our own victual's. 
To poor we, there is not much hope remaining. 
This task belongs to thou and me. 
He will spend his time with you and I. 
I will no longer stay among ye. 
The book was lent to one of my brother's. 
m 2 



138 INDUCTIVE EXERCISES 

To ye I cry, O hypocrites ! even to all ye, who 
have gone astray. 

I hope it is not I who he is angry with. 
Do you know, Sir, who you are speaking to. 

Example. — From he that is needy, &c. 

There is a violation of grammar in the word he. 
For, as it is the object of the preposition from, it 
should be in the objective case, according to the 
rule, which says, Prepositions govern, &c. There- 
fore it should be, " From him that is needy," &c. 

• 
LESSON XXXV. 

OF THE SUBJUNCTIVE OR CONDITIONAL MOOD. 

1. When you mention that any thing will be 
done, under a condition that something else shall 
be done, in what mood is the conditional verb ? 
Ans. Subjunctive mood. 

2. What does subjunctive mean ? Ans. Added 
on. Thus, if I say / will go if he desires it, the 
conditional mood, if he desires it, is added to the 
indicative mood I will go ; so that which is added 
on, is called the subjunctive. 

3. In what tense is, if he walks ; if we ran ; 
though they have written ; unless you had thought ; 
if he will go ; if they will have stopped ? 

4. In the sentence, " I will go if he desire it" 
in what tense is the clause, " if he desire it ?" 
Ans. Future. 

Note. — The meaning of this sentence is, " J will go, if 
he shall desire it." But we use a contracted form of expres- 
sion, and say, " if he desire it;" which, by its differing from 
the present tense, if he desires it, shows very plainly that 
we intend to denote future time. 

5. You say that he desire it is added to / will 
go. What word connects them together ? 



IN ENGLISH GRAMMAR. 139 

6. Of which sort of words is if? 

7. What does conjunction mean ? 

8. When I say she will remain unless she repent, 
which w r ord joins the two verbs together ? 

9. What is unless then 1 

10. When 1 say though I run,. I cannot succeed, 
which word joins the two verbs together ? 

11. Then what is though ? 

12. When I say beware lest thou fall, which is 
the conjunction ? 

13. In the sentence, be careful that ye study, 
which is the conjunction ? 

Rule 21. — The conjunctions, if, though, except, 
unless, and lest, may be followed by a future tense, 
without the auxiliaries shall, will, &c. ; as, " 1 will 
go, if he desire it ;" that is, " if he shall desire it." 

Note. — That after a command, whether, and some other 
words, may be followed by a similar construction. 

Rule 22. — When we wish to assert a condition 
in such a manner as to imply that that condition 
does not exist ; we vary the application of the 
tenses in the following manner : 

1st. To express present time, we use the pre- 
terit tense ; as, " If you loved me, you would treat 
me with more affection than you do." This may 
be called, the hypothetical present. 

Note. — When we employ the verb to be, in this form of ex- 
pression, we use the old Saxon preterit, which is now obso- 
lete in other cases ; as, 

Singular. Plural. 

If I were, If we were, 

If thou wert. or If ye or you were, 

If you were, If they were; 
If he were. 
2d. To express past time, we use the pluperfect 

tense; as, "If he had come yesterday, I should 



140 INDUCTIVE EXERCISES 

have seen him." This may be called the hypo* 
thetical 'preterit* 

Note. — In the. use of these subjunctive forms of expres, 
sion, the conjunction if is frequently omitted, and were, had, 
&c. placed first ; as, " Were I a king ;" " Had I a horse, I 
would overtake him;" "Had he come yesterday, I would 
pardon him." 



PARSING EXERCISES.— SECT. XXII. 



>e 



O^T* The conditional sentence is frequent!; 
placed first, as, " If thou be virtuous, thou wilt be 
happy ;" that is, " Thou wilt be happy if thou be 
virtuous," 

82. If thou be virtuous, thou wilt be happy. He 
may recite, if he come. Though he be rich, he 
will labor. Thou wouldst appear, if thou wert in- 
nocent. She will remain, u nless she repent. Though 
I run, I shall be late. He will stay, unless I go. 
Except ye repent, ye shall all perish. Whether 
he go or remain, I shall stay. Beware lest thou 
fall. Be careful that ye study. Unless it rain this 
afternoon, I shall walk in the fields. If he acquire 
riches and make a bad use of them, they will cor- 
rupt his mind. 

83. If I study with great diligence, I shall ac- 
quire my lesson ; but, if I neglect to study, I must 
be sure that I shall be deficient. But unless I im- 
prove in learning, I shall be unworthy of my pri- 
vileges. It is my duty to be diligent in study. 
My friend will prove himself innocent, although 
he may be accused. If he were unable to do this, 
he would have left the place. If I were sure of 
his blame, I would also oppose him, though he 
were my best friend. But, as I know the circum- 
stances, I shall think him unblamable though the 
whole world may be of the contrary opinion. 
84» Were he a good man, we would attend to his 



IX ENGLISH GRAMMAR. 141 

reasoning. Had I the wealth of the Indies, it 
should be yours. Had you applied to me, you 
might have obtained assistance. Were I able to 
confute his arguments, his belief would remain the 
same. Had you expected this event, you might 
have prepared for it. Gould you thwart his de- 
signs, it would be of no use to you. 

Example, — If thou be virtuous, thou wilt be 
happy. 
If is a conjunction. Thou is a personal pronoun, 
of the second person, singular, in the nominative 
case, and is the subject of the verb he. {When a noun 
or pronoun, &c.) Be is an intransitive verb, in the 
subjunctive mood, future tense with the omission 
of the auxiliary, second person, singular, agreeing 
with thou. (Verbs must agree, &c.) Virtuous is 
an adjective agreeing with thou. {Adjectives must 
agree, <&c.) Thou is a personal pronoun, &e. Wilt 
he is an intransitive verb, in the indicative mood, 
first future tense, second person, singular, agreeing 
with thou. { Verbs must agree, &c.) Happy is an 
adjective, agreeing with thou. {Adjectives must 
agree, &c.) 

FALSE GRAMMAR. 

I shall go to-morrow unless it rains. 
On condition that he comes, I will stay. 
Unless he learns faster, he will be no scholar. 
If he acquires riches, they will corrupt his mind. 
Till repentance composes his mind, he will be a 
stranger to peace. 

Example. — I shall go to-morrow unless it rains. 

This sentence is faulty ; for when we speak of 

an event which is yet to come ; shall, will, or some 

other auxiliary must be expressed or understood. 

It would be improper to say, " I shall go to-mor- 



142 INDUCTIVE EXERCISES 

row unless it shall rains ;" therefore, if we leave 
out the auxiliary in the last clause, it should be, 
unless it rain. 

Note. — This future form of the subjunctive must not be 
used, if the action or event spoken of, is present. The fol- 
lowing sentences, therefore, are faulty. 

If he be an honest man, I am glad of it. 
If the thing be done, there is no remedy. 
If his actions be noble, I know not the definition 
of noble. 

LESSON XXXVI. 

OF THE PERFECT PARTICIPLE AND REGULAR VERBS. 

1. In the sentence, " John learns this book ;" of 
which sort of words is learns ? What kind ? 

2. Would not the sentence, " This book is 
learned by John," give the same meaning, as, 
" John learns this book ?" 

3. What part of the verb is the word learned 1 
Ans. A perfect participle. 

4. What does participle mean ? 

5. What use has learned besides that of a verb ? 

6. In what manner does it perform the office of 
an adjective ? 

7. Why do you call learned a perfect participle ? 

8. What does learned end with ? Ans. ed» 

9. What is the perfect participle of to love, to 
walk, to suppose, to open, to hammer, to roll, <fec. ? 

10. What do you add to the verb to love to form 
the perfect participle ? 

11. What is the perfect participle of to follow ? 

12. V/hat do you add to the verb to follow to 
form the perfect participle? 

13. What is the regular addition to the verb, to 
form the perfect participle? Ans. d or ed. 

14. Would you say, " The eclipse was seedV* 



IN ENGLISH GRAMMAR, 143 

15. What then ? 

16. Does seen end with ed ? 

17. Then does the perfect participle always end 
with ed ? 

18. Then what are those verbs called, which 
form the perfect participle by the addition of d or 
ed ? Ans. Regular verbs. 

19. What are those called, which do not form 
their perfect participle by the addition of d or ed ? 
Ans. Irregular verbs. 

20. What is the preterit tense of the verb to 
love ? 

21. What do you add to the verb to love to make 
the preterit ? • 

22. What is the preterit of the verb to follow? 

23. What do you add to the verb to follow to 
make the preterit? 

24. Are the pr^erit and perfect participle the 
same in regular verbs ? 

OF THE VOICES. 

1. You say that the two sentences, " John learns 
this book," and, " This book is learned by John," 
nave the same meaning. Is the manner of ex- 
pression the same in both sentences ? 
; 2. How is the manner of expression altered? 
Ans. It is altered by changing the verb, from 
learns to is learned. 

3. What do we call the manner of expression, as 
it regards the form of the verb ? Ans. Voice. 

4. In the sentence, " John learns this book ;" 
does John act, or is he acted upon ? 

5. Then in what voice is learns ? Ans. Active 
voice. 

6. In the sentence, " This book is learned by 
John," which word is the subject ? 

7. What is it the subject of? 



144 INDUCTIVE EXEItCISES 

8* In the sentence, " This book is learned by 
John/' does the book act, or is it acted upon ? 

9. Then in what voice is the verb is learned ? 
Ans. Passive voice. 

10. What does passive mean? Ans. Passive 
means suffering* Thus, the book does not act, but 
receives the act, or suffers John to act upon it. 

11. Let us find out what the passive voice is 
composed of. What is the root of a verb ? 

12. Then what is the root of the verb is ? 

13. What is the root of the verb learned? 

14. What part of the verb is the word learned? 

15. Now can you tell, how the passive voice is 
formed? Ans. The passive voice, is formed, by 
adding the perfect participle of a transitive verb, 
to the verb to be in all its moods and tenses; and 
employing the object as the subject. 

16. What are the passive expressions of J love 
John; you visited my father ; tlu> Lord created 
the earth ; man loves the road to sin ; John followed 
my brother ; the man left the horse ; Joseph loves 
his brothers 7 &c. (See Parsing Exercises, Section 
X, page 101.) 

17. Change the following passive expressions 
into the active voice. She is admired by him; 
they are censured by the people, &c. (See next 
Parsing Exercise.) 

18. Is the perfect participle active or passive ? 

19. What is the imperfect participle of to love 1 

20. Is loving active or passive ? 

21. What is the passive voice of to love? 

22. What is the imperfect participle of to be? 

23. What is the imperfect participle of to be 
loved ? 

24. Is being loved active or passive ? 

25. Now what is the imperfect participle of to 
love in the active voice ? 

' I 



IN ENGLISH GRAMMAR. 145 

26. What is the imperfect participle of to love 
in the passive voice ? 

27. What is the compound perfect participle of 
to love? 

28. Is having loved active or passive ? 

29. What is the passive voice of to love ? 

30. What is the compound perfect participle of 
to be ? 

31. What is the compound perfect participle of 
to be loved ? 

32. Is having been loved active or passive ? 

33. Now what is the compound perfect participle 
of to love, in the active voice 1 

34. What is the compound perfect participle of 
to love, in the passive voice 1 

35. What are verbs in the passive voice gene» 
rally called ? Ans. Passive verbs. 

Note. — Many grammarians are opposed to the term pas* 
sive verb, They suppose, that the English language has no 
passive verb, and that the participle should be parsed sepa- 
rately, as agreeing with the noun, like any adjective. The 
philosophy of our language appears to favor this opinion ; 
and there does not seem to be any better reason for admit- • 
ting the passive voice than there is for admitting the middle 
voice, or reflective verbs. 

36. What is a passive verb ? Ans. A passive 
verb expresses the receiving of an action from some 
agent, by the object, 

RECAPITULATION.— VERBS, 

REGULAR, IRREGULAR, ACTIVE, AND PASSIVE, 

1. What are regular verbs ? 

2. What are irregular verbs ? 

Verbs may be divided, as it respects their form* 
into three classes, viz. 1st. Those which are always 
>t> regular. 

Note. — This class includes the greatest number of verbs* 
N 



146 



INDUCTIVE EXERCISES 



2d. Those, which are more strictly regular, but 
may be used with irregular forms. They are the 
following. 

Preterit Ind. Perf Part. 

awaked, awoke, awaked, 

bended, bent, bended, bent. 

bereaved, bereft, bereaved, bereft. 

blowed, blew, bl'owed, blown. 

builded, built, builded, built. 

catched, caught, catched, caught. 

, . , , 7 . 7 S cliided, chid, or 

chided, clad, j ck idden. 

cleaved, clave, cleaved, 

clothed, clad, clothed, clad. 

crowed, crew, crowed, 

creeped, crept, creeped, crept. 

dared, durst, . dared, 

dealed, dealt, dealed, dealt. 

digged, dug, digged, dug* 
dreamed, dreamt, dreamed, dreamt. 

dwelled, dwelt, dwelled, dwelt. 

gilded, gilt, gilded, gilt. 

girded, girt, girded, girt. 

graved, graven, graved, graven. 

hanged, hung, hanged, hung. 

heaved, hove, heaved, hoven. 

hewed, hewn, hewed, hewn. 

kneeled, knelt, kneeled, knelt. 

knitted, knit, knitted, knit. 

lighted, lit, lighted, lit. 

loaded, loaded, laden. 

meaned, meant, meaned, meant. 

mowed, mowed, mown. 

quitted, quit, quitted, quit. 

reaved, reft, reaved, reft. 

rived, rived, riven 

sawed, sawed, sawn. 

seethed, sod, seethed, sodden. 

shaped, shaped, shapen. 

shaved, . shaved, shaven. 

sheared, sheared, shorn. 

shined, shone, shined, shone. 

showed, or } showed, shown, or 

shewed, £ shewed, shewn. 



Present Inf. 
Awake, 
Bend, 
Bereave, 
Blow, 
Build, 
Catch, 

Chide, 

Cleave, (to stick,) 

Clothe, 

Crow, 

Creep, 

Dare, (to venture,) 

Deal, 

Dig, 

Dream, 

Dwell, 

Gild, 

Gird, 

Grave, 

Hang, 

Heave, 

Hew, 

Kneel, 

Knit, 

Light, 

Load, 

Mean, 

Mow, 

Quit, 

Reave, 

Rive, 

Saw, 

Seethe, 

Shape, 

Shave, 

Shear, 

Shine, 

Show, or / 

Shew, \ 



IN ENGLISH GRAMMAR. 



147 



Preterit Ind, Perf. Part. 

slitted, slit, slitted, slit, 

sowed, sowed, sown. 

spilled, spilt, spilled, spilt. 

stringed, strung, stringed, strung. 
strived, strove, strived, striven. 

strewed, or ) strewed, strewn,or ) 

strowed, $ strowed, strown. J 

swelled, swelled, swollen. 

thrived, throve, thrived, thriven. 
waked, woke, waked, 

waxed, waxed, waxen. 

worked, wrought, worked, wrought. 
wringed, wrung, wringed, wrung. 
Note.— Those words in italics are generally to be avoided. 
3d. Verbs, which are entirely irregular. They 
are the following. 

In this table those words. that are in italic are ohsolete ; that 
is, out of use: they should therefore be particularly avoided. 



Present Inf. 
Slit, 
Sow, 
Spill, 
String 1 , 
Strive, 
Strew, or £ 
Strow, $ 
Swell, 
Thrive, 
Wake, 
Wax, 
Work, 
Wring, 



Present Inf. Preterit Ind. 

Abide, abode, 

Arise, arose, 

Be, [Ind. am.] was, 

.Bea.T,(to.bringforth,)hore, bare, 
Bear, {to carry,) bore, bare, 



Beat, 

Begin, 

Behold, 

Beseech, 

Bid, ' 

Bind, 

Bite, 

Bleed, 

Break, 

Breed, 

Bring, 

Burst, 

Buy, 

Cast, 

Choose, 

Cleave, (to split,) 

Cling, 

Come, 



beat, 

began, 

beheld, 

besought, 

bid, bade, 

bound, 

bit, 

bled, 

broke, brake, 

bred, 

brought, 

burst, 

bought, 

cast, casted, 

chose, 

cleft, clove, 

clung, 

came, 



Perf. Part. 
abode, 
arisen, 
been, 
born, 
borne. 

beat, beaten, 
begun, 
beheld, 
besought, 
bid, bidden. 
bound, 
bit, bitten. 
bled. 

broken, broke. 
bred, 
brought, 
burst, 
bought, 
cast, 
chosen, 
cleft, cloven. 
clung, 
come. 



148 



INDUCTIVE EXERCISES 



Present Inf. 


Preterit Ind. 


Perf.ParL 


Cost, 


cost, 


cost. 


Cut, 


cut, 


cut. 


Do, 


. did, 


done. 


Draw, 


drew, 


drawn. 


Drive, 


drove, drave % 


driven, drove. 


Drink, 


drank, 


J drank, drunk 
I drunken. 


Eat, 


eat, ate, 


eat, eaten. 


Fall, 


fell, 


fallen. 


Feed, 


fed, 


fed. 


Feel, 


felt, 


felt. 


Fight, 


fought, 


fought. 


Find, 


found, 


found* 


Flee, 


fled, 


fled. 


Fling, 


flung, 


flung. 


Fly, 


flew, 


flown. 


Forbear* 


forbore, 


forborne. 


Forbid, 


forbid, forbade-, 


forbid, forbidden* 


Forget, 


forgot, 


forgot, forgotten* 


Forgive, 


forgave, 


forgiven. 


Forsake, 


forsook, 


forsaken. 


Freeze, 


froze, 


froze, frozen. 


Get, 


got, gat, 


got, gotten. 


Give, 


gave, 


given. 


Go, 


went, 


gone. 


Grind, 


ground j 


ground. 


Grow, 


grew, growed, 


grown. 


Have, 


had, 


had. 


Hear, 


heard* heared*. 


heard. 


Hide, 


hid, 


hid, hidden* 


Hit, 


hit, 


hit. 


Hold, 


held, 


held, holden. 


Hurt, 


hurt, 


hurt. 


Keep, 


kept, 


. kept. 


Know, 


knew, 


known. 


Lade, 


laded, 


laden, laded* 


Lay, (to place,) 


laid, 


laid. 


Lead, 


led, 


led. 


Leave, 


left, 


left. 


Lend, 


lent, 


lent. 


Let, 


let, 


let. 


Lie, (to rest,) 


lay, 


lain. 


Lose, 


lost, 


lost. 


Make, 


made, 


made. 



IN ENGLISH GRAMMAR. 



149 



Present Inf. 
Meet, 
Pay, 
Put, 
Read, 
Rend, 
Rid, 
Ride, 
Ring, 
Rise, 
Run, 
Say, 
See, 
Seek, 
Sell, 
Send, 
Set, 
Shake, 
Shed, 
Shoe, 
Shoot, 
Shut, 
Shred, 
Shrink, 
Shrive, 
Sing, 
Sink, 
Sit, 
Slay, 
Sleep, 
Slide, 
Sling, 
Slink, 
Smite, 
Speak, 
Speed, 
Spend, 
Spin, 
Spit, 
Split, 
Spread, 
Spring, 
Stand, 
Steal, 
Stick, 



Preterit Ind. 
met, 
paid, 
put, 
read, 
rent, 
rid, 
rode, 

rung, rang, 
rose, 
ran, run, 
said, 
saw, 
sought, 
sold, 
sent, 
set, 
shook, 
shed, 
shod, 
shot, 

Shut, 

shred, 

shrunk, shrank, 

shrove, 

sung, sang, 

sunk,- sank, 

sat, 

slew, 

slept, sleeped, 

slid, 

slung, 

slunk, 

smote, 

spoke, spake, 

sped, 

spent, 

spun, 

spit, spat, 

split, 

spread, 

sprung, sprang, 

stood, 

stole, 

stuck, 

If 2 



Perf. Part. 
met. 
paid, 
put. 
read, 
rent, 
rid. 
rode, 
rung, 
risen, 
run. 
said, 
seen, 
sought, 
sold, 
sent, 
set. 

shaken, shook 
shed, 
shod, 
shot, 
shut, 
shred, 
shrunk, 
shriven, 
sung, 
sunk, 
sat, set 
slain, 
slept. 

slid, slidden. 
slung, 
slunk. 

smitten, smit. 
spoken, 
sped, 
spent, 
spun. 

spit, spitten. 
split. 



sprung, 
stood. 

stolen, stole, 
stuck. 



150 



INDUCTIVE EXERCISES 



Present Inf. Preterit Ind. 

Sting, stung, 

Stink, stunk, stank. 

Stride, strode, strid, 

Strike, struck, 

Swear, swore, sware, 

Sweat, sweat, 

Sweep* swept, 

Swim, swum, swam^ 

Swing* swung, 

Take, took, 

Teach* taught, 

Tear, tore, tare i 

Tell, told, 

Think* thought, 

Throw, threw, 

Thrust* thrust* 

Tread, trod, 

Wet, wet, 

Wear, wore* 

Weave* wove, 

Weep, wept, weeped, 

Win, won, 

Wind* wound, winded, 

Write* wrote, writ, 

4. What is voice in grammar ? 

5. How many voices are there in grammar 1 

6. Name them* 

7. What difference of expression is denoted by 
the different voices? Ans. In-the active voice the 
agent is the subject ; and in the passive voice the 
object acted upon becomes the subject. 

8. What are verbs in the passive voice some- 
times Called ? 

9. Then what are passive verbs ? Ans. A pas- 
Siveverb expresses the receiving of an action from 
some agent by the subject. 

10. How are passive verbs formed ? 

11. What does the perfect . participle express? 
Ans. Action perfected or completed. 

12* What is a participle ? 



Perf. ParU 

stung. 

stunk. 

strode, stridden* 

struck. 

sworn. 

sweat. 

swept. 

swum. 

swung. 

taken, took* 

taught; 

torn, tdre* 

told. 

thought. 

thrown. 

thrust. 

trod, trodden* 

wet. 

Worn. 

woven. 

wept, weeped. 

won. 

wound. 

written, writ. 



IN ENGLISH GRAMMAR. 151 

. 13. How many participles are there? Ans* 
^Three. 
14. Name them. 

PARSING EXERCISES.— SECT. XXIII. ~ 

0O~ Hereafter, in parsing the verb to be, the 
pupil must be careful to ascertain whether it is 
followed by a perfect participle. 

85. She is admired by him. They are censured 
by the people. Thou art pleased with thy studies. 
I was entreated by him to remain. Thou hast been 
enlightened by study. He has been stoned by the 
mob. The troops had been organized by their 
leader. The work will have been completed. We 
shall have been satisfied. Were you satisfied ? I 
can be supported by the text. Can you be sup- 
ported by the people ? Is it required . by my mas- 
ter ? Be ye pleased. We would be fatigued. 

86. James Tassel was born of wealthy parents* 
who were desirous of making him respectable and 
happy. All their thoughts were turned to these 
objects ; and every means was employed, to ac- 
complish his education; to render his disposition 
amiable ; and to make his character strong, manly, 
persevering, and generous. Frequent and whole- 
some advice was given him, and ardent prayers 
were raised to the throne of heaven for his pros- 
perity in this world, and his welfare in the world 
to come. 

87. For some time, their endeavors seemed to 
be blessed ; and they had the satisfaction of see- 
ing him improving in knowledge, and walking in 
the path of rectitude. But, their, hopes were des- 
tined to be blighted, and the time approached, in 
which, he, on whom all their prospects of happi- 
ness were placed, was to become the source of 



152 INDUCTIVE EXERCISES 

their greatest misery. He was enticed, by vicious 
companions, to the haunts of vice, and, by degrees, 
was led to the lowest state of moral degradation. 

88. But, amidst all his vices, the recollections 
of his forsaken and weeping parents ; and of the 
many warnings, which he had received from them, 
haunted his mind, and made him feel, that he was 
bringing their gray hairs with sorrow to the grave. 
His conscience became awakened, he was alarmed 
at his situation, and with a desperate determina- 
tion, he resolved that he would forsake his vicious 
companions, and endeavor to regain his former 
standing in society. 

Example. — She is admired by him. 
She is a personal pronoun of the third person, 
singular, feminine gender, in the nominative case, 
and is the subject of is admired. (When a noun 
or pronoun, &c.) Is admired is a regular passive 
verb, (or, transitive verb in the passive voice,) from 
the verb to admire. Admire, admired, admired.* 
It is in the indicative mood, present tense, third 
person, singular, agreeing with she. (Verbs must 
agree, &c.) By is a preposition, showing the re- 
lation between is admired and him. Him is a per- 
sonal pronoun, of the third person, singular, in the 
objective case, governed by by. (Prepositions go- 
vern the objective case.) 

LESSON XXXVII. 

OF ADVERBS. 

1. [Moving a book slowly.] What do I do ? 

2. How do I move the book 1 Ans. Slowly. 

3. What is done slowly ? 

* Hereafter the pupil must always tell whether the verb is regular 
or irregular. He must also mention the present of the infinitive, the 
preterit of the indicative, and the perfect participle. 



IN ENGLISH GRAMMAfl. 153 

4. Then slowly is joined to the verb move, to ex- 
press the manner of action. Now, of which sort 
of words is slowly ? Ans. Adverbs. 

5. What does the word adverb signify? Ans. 
Joined to a verb. 

6. [Moving a book quickly.] How do I move it 
now? Ans. Quickly. 

7. Of which sort of words is quickly ? Why ? 

8. Why do we join an adverb to a verb ? Ans* 
To express the manner of action. 

Thus, when I say, J move the book quickly, I express the 
manner in which I move the book, by the adverb quickly. 

9. What do we say of an adverb, when it is 
joined to a verb for that purpose ? Ans. We say 
that it qualifies the verb. 

10. In the sentence, " I sit quietly," of which 
sort of words is quietly ? Why ? 

11. What verb is it joined to? For what pur- 
pose? 

12. In the sentence, " It is very good," of which 
sort of words is very ? Ans. Adverbs* 

13. Very what? 

14. Then what is very joined to? 

15. Of which sort of words is good ? 

16. For what purpose are adverbs joined to ad- 
jectives? Ans. To express the degree of the 
kind which that adjective signifies. 

Thus, when I say, a very good man, I express the kind of 
the man by the adjective good ; that is, he has the quality 
goodness. Now, to denote the degree, or how much of that 
quality he has, I use the adverb very. 

17. Now, what is the general use of adverbs ? 
Ans. To qualify words by expressing manner or 
degree. 

18. What words are qualified by adverbs? Ans* 
Verbs and adjectives. 



154 INDUCTIVE EXERCISES 

Note.— Adverbs sometimes qualify other adverbs and 
prepositions; as, "He writes very correctly;' "It is »n> 
nitely above our thoughts." 

RECAPITULATION.— ADVERBS, 

1. What are adverbs ? Ans. Adverbs are words 
that are used to qualify verbs, adjectives, preposi- 
tions, or adverbs ; by expressing the manlier or de- 
gree of their signification. ,-'v ; J 

2. Are there any other kinds ^of adverbs/ Ans. 
There are many adverbs that qualify sentences by 
expressing the time or place of an event; as, 
" When I have done wrong, I shall be liable to pun- 
ishment;" " Where have you laid him?" 

Note —Here, when qualifies the sentence, " I have done 
wrong;" and where qualifies the sentence, "have you laid 
him." 

3. What are adverbs supposed to be ? Ans. 
Contractions of other words and expressions. 

4. What rule have we for adverbs? 

Rule 23.— Adverbs should be placed near those 
words or expressions which they qualify; as, "He 
writes very correctly ;" " While we were watching 
on one side, he approached on the other." 

PARSING EXERCISES.— SECT. XXIV. 

89. He reasons very correctly. A man of very 
wonderful size had appeared. George lived chiefly 
with his friend. I was earnestly entreated to re- 
main longer. They have faithfully endeavored to 
promote our welfare. He did not wish to be 
treated impolitely. He cannot proceed on his 
journey now. I was well pleased with the exer- 
cises. 

90. James appeared very nobly ; and it is un- 
doubtedly a fact, that he has had good instruction. 
Because he has studied diligently, he has improved 



IN ENGLISH 'GRAMMAR. 155. 

much, and probably will acquire a good character. 
It is even credibly asserted, that he is frequently 
visited by the principal, apparently for the purpose 
of giving him an appointment. How far this is 
correct, I am not able to determine. But surely 
he merits a reward, and, doubtless, will obtain it. 

91. How mighty"! how majestic, are nature's 
works. When the air is calm, where sleep the 
mighty winds ? To-day, if ye will-hear his voice, 
harden not your hearts. To-morrow shall be as 
this day, and much more abundant. Give me this 
water, that I thirst not; neither come hitherto draw. 
By the deeds of the law, there shall no flesh be • 
justified in his sight. That was the weight, that 
pulled me down. . Must I then leave you, so good, 
so noble, and so true a master? 

Example. — He reasons very correctly. 

He and reasons are parsed as before. Very is 
an adverb qualifying correctly^ (Repeat the defi- 
nition of adve? % bs.) ' Correctly '-is an adverb, quali^ 
fying reasons. (Adverbs are words, &c.) . 

FALSE GRAMMAR. 

He will be never industrious. 
We should strive always to do our duty. 
Were it not for you, I never should sorrow. 
He plead very satisfactorily my cause. 
You never had spoken to me on the subject. 
I could keep scarcely from laughing. 
They can loudly speak on that subject. 
For us happily he is merciful. 

Example-He vnll be never industrious. 

There is a violation of grammar in placing the 
word never ; for, as it qualifies the auxiliary will, it 
should be placed immediately after it, according to 



156 INDUCTIVE EXERCISES 

the rule which says, Adverbs should be placed, &c. 
The sentence should- be, " He will never be indus« 
trious." 

Note. — Young- people frequently use the word not when 
it is unnecessary ; as, " I do not want nothing ;" meaning, 
"I do want nothing ;" that is, "I do not want any thing:" 
This is a very vulgar habit, and should be carefully avoided, 

FALSE GRAMMAR. 

I don't want to hear nothing about it, 
He wont give me no plums* 
I have'nt no book. 
He did'nt say nothing, 

LESSON XXXVIII. 

OF INTERJECTIONS AND THE NOMINATIVE CASE 
INDEPENDENT. 

1. What are O ! Ah ! &c called ? Ans. Inter- 
jections. 

2. What does interjection mean? Ans. Thrown 
among. 

3. Why are they called interjections ?. Ans, 
Because, they are words thrown among the parts 
of the sentence, to express the passions of the speaker. 

Rule 24. — When an address is made to any per- 
son or thing, the noun or pronoun is put in the 
nominative case independent; as, "John, come 
here." 

PARSING EXERCISES.— SECT. XXV. 

92. O, Romans ! hear ye this. John, come here. 
O, jealousy ! thou bane of pleasing friendship. 
Gentlemen, I will strive to please you. James, 
bring me my hat. O, ye hypocrites ! expect your 
reward. Soldiers! be firm, be undaunted. Friends 
and confederates, welcome. 



IN ENGLISH GRAMMAR. 157 

Example. — O, Romans ! hear ye this. 
O is an interjection. Romans is a common 
noun, of the second person, plural, and in the nomi- 
native case independent. ( When a noun or pro* 
noun, &c.) Hear is an irregular transitive verb; 
hear, heard, heard. It is in the imperative mood, 
second person, plural, agreeing with its subject ye* 
(Verbs must agree, &c.) Ye is a personal pronoun, 
of the second person, plural, in the nominative 
case, and is the subject of the verb hear. (When 
a noun or pronoun, &c.) This is a pronominal ad- 
jective, used as a noun, in the objective case, and 
governed by the transitive verb hear. (Transitive 
verbs, &c.) r 

LESSON XXXIX. 

OF THE NOMINATIVE CASE ABSOLUTE. 

Rule 25. — When a noun or pronoun with a par- 
ticiple, has no immediate connection with the rest 
of the sentence, it is put in the nominative case 
absolute ; as, " Shame being lost, all virtue is lost." 

PARSING EXERCISES.— SECT. XXVI. 

93. Shame being lost, all virtue is lost. The 
kingdom being restored to peace, the army was 
disbanded. The work being finished, the laborers 
retired. He appearing, order was restored. Good 
works being neglected, devotion is false. His 
property and his credit gone, he was totally discon- 
certed. 

Example.— Shame being lost, all virtue is lost. 

Shame is a common noun, of the third person, 
singular, neuter gender, and being in conjunction 
with the participle, being lost, independent of the 
O 



158 INDUCTIVE EXERCISES 

rest of the sentence, is in the nominative case ab- 
solute. (When a noun or pronoun with a partici- 
ple, &c.) Being lost is an imperfect passive par- 
ticiple, from the irregular verb to lose ; lose, lost, 
lost ; agreeing with shame, (Participles agree, 
&c.) 

LESSON XL. 

ANOMALIES IN CONSTRUCTION. 

1. What is an authorized irregularity, in gram- 
mar called ? Ans. An anomaly. 

2. How many kinds of anomalies are there in 
grammar ? Ans. Two : anomalies of form, and 
anomalies of construction. 

Note.— Anomalies of form have been spoken of in their 
proper place. We will now mention those of construction. 

1. The is frequently prefixed to adjectives and 
adverbs in the comparative and superlative de- 
grees ; as, " The more I read this book, the better 
I like it." Its use in such cases, appears to be as 
an expletive. 

2. Nouns preceded by a, are sometimes used 
without their relative preposition. In such cases, 
a is equivalent ta each or every ; as, " He gives 
me a hundred dollars a year ;" that is, in or for 
each year." 

3. Monarchs, editors, authors, and public speak- 
ers, frequently use the first person plural instead of 
the singular; as, " We, George IV. king of Great 
Britain, &c." 

4. The pronoun it is frequently used as an ex- 
pletive, referring to some word mentioned in the 
latter part of the sentence. It may then be in any 
person, number, or gender; as, "It was I;" " It 
was you ;" " The country is invaded,but the people 
know it not." 



IN ENGLISH GRAMMAR. 159 

6. Verbs of motion are sometimes omitted be- 
fore adverbs ; as, " I'll away to the palace ;" that is, 
" I'll go or haste away." 

6. Pronouns are sometimes used in the same 
construction with their nouns ; as, " He that hath 
ears to hear, let him hear." This is done for the 
sake of emphasis. 

7. Nouns signifying time or measure are some- 
times used in the same manner as adverbs of time 
and distance ; as, " I saw him last year ; " We 
have walked a mile. - 

They are also used to qualify adjectives; as, " A 
stick four feet long ;" " A boy five years old ;" 
"A house thirty feet high" 

8. Adjectives are sometimes used to qualify the 
signification of verbs ; as, " The bell sounds- clear" 

Sometimes, likewise, they qualify the effect of 
verbs ; as, "He spoke very loud ;" " Open thy hand 
wide" 

Note.— It must be recollected that adverbs qualify only 
the manner of acting. 

9. Many adjectives in the superlative degree 
have acquired the signiffcation of nouns ; as, at 
first; at last; at the farthest ; &c. 

10. When a whole sentence is designed to re- 
present the possessive specification, the sign of the 
possessive is placed at the end; as, " The captain 
of the guards house ;" " John and Eliza's books." 

Note.— In the last sentence, we suppose the books to be 
the joint property of John and Eliza. But if they composed 
two separate parcels, one belonging to John and the other 
to Eliza, we should say, "John's and Eliza 1 s books." 

11. Verbs in the imperative mood, and in the 
imperfect participle are sometimes used indepen- 
dently ; having reference generally to the speaker ; 
as, "I had seen the whole family except you;" 
V Generally speaking, such practices are hurtful." 



160 INDUCTIVE EXERCISER 

PART EL 

ORTHOGRAPHY AND ORTHOEPY; 
LESSON I. 

OF WORDS AND THEIR FORMATION. 

Note. — Many may be surprised to find this part of Gram- 
mar occupy a place posterior to Etymology and Syntax. 
But when they consider that we know how to express our 
thoughts by speech, before we learn how to express them by 
writing! and that letters were invented long after mankind 
had the habit of Conversing with articulated sounds, they 
will readily acknowledge that Orthography should succeed 
Etymology and Syntax. 

The first four Lessons are intended merely as verbal exer- 
cises.. They are therefore put in a smaller type. The suc- 
ceeding lessons are intended to be carefully studied. 

1. When you think of any thing that you wish another to 
know, how do you inform him of it ■? 

2. By what means do you generally tell of any thing? 
Ans. We make sounds that signify what we are thinking of. 

3 What do we call those sounds that are used to express 
thoughts? Ans. Words. 

4. Do words resemble thoughts? 

5. Do they resemble the things, of which we think? 

6. Has every word the same sound ? 

7. How do we make those sounds, that are called words? 
Ans.. By the mouth and throat. 

8. When you wish to speakMifferent words, you make dif- 
ferent sounds. By what means do you make different sounds? 
Ans. By making different positions of the mouth. 

9. When you alter the position of the mouth to make 
sounds, what are those sounds called ? Ans. Articulated 
sounds. 

Note.— Such sounds are called articulated sounds, because 
they are occasioned by the movement of little muscles in the 
mouth, which perform the office of little bones. In Latin, a 
little bo)ae is called articulus; from which is derived^ our 
word articulate, 

10. Why are" words called articulated sounds? 



m ENGLISH GRAMMAR. 161 

11. You say that every word has not the same sound? 
But can you not find the same sound in a good many words? 
Take for instance the words and, hand, band, land, sand* 

12. What sound is in each of these words? 

13. What sound is in each of the following words? sing* 
wing, thing, bring, cling, ring. 

14. What sound is in each of the following words? fall, 
ball, tall, wall. 

15. What sound is in eaeh of the following words? take, 
same,pale, made, grape ? 

16. What sound is in each of the following words? bone, 
pole, hope, joke? 

17. Then can you not find the same sound in a great many 
words ? 

18. Then are there as many different sounds as there are 
different words? 

19. How then are words formed, if not by different 
sounds? Ans. By putting sounds together in different man- 
ners. 

LESSON II. 

OF LETTERS.— TONICS OR VOWELS. 

1. You said a short time ago, that if you wished another 
to know what you were thinking of, you would tell him. 
Suppose that other person is absent; you cannot then speak 
to him. What would you do in that case? Ans. I would 
write. 

Yes, in that case you must make some marks that stand 
for the words that you wish to say;: and those marks you 
must send to him. 

2. Suppose that the other does not know the meaning of 
those marks, that you make in writing ; would he under- 
stand what you wish to let him know ? Ans. No. 

Therefore whenyou write to one another, both of you mast 
know what particular marks are to be used for particular 
words. 

There are several methods of writing. One is by making 
pictures that appear like the things that we wish to speak of. 
Another is, by making marks that signify those words that 
we wish to express. And another method is, to make marks, 
that signify those sounds that we use in making words. 

3. When you make marks that stand for words, what do 
you say that you do ? 

2 



162 INDUCTIVE EXERCtstfg 

4. When you find out by marks, what another means? 
what do you say that you do ? ,' ■ ^ 

5. We have found out that there are various methods ot 
writing and reading. But the best method appears to be 
that of making a mark for each sound. Then we shall be 
able to use the same marks in a great many words; as we 
found that the same sounds were in a great many words; 

6. Which is the best method of writing? Why? 

7. What do we call those marks that are used for sounds? 
Ans. Letters. 

8. What sound do you find in each of the following 
words? late, taste, sail, lame. 

9. Then a is one sound that we must have a letter fon 
We will make this sign to represent it, a. 

10. Could we not make any other letter for this sound, if 
every body would agree to it ? 

Yes, we could use any other mark for the sound of a, if 
We choose. And some other nations do. But those who 
s^eak the English language, have got into the practice of 
using this. So, it is the same as if we had all agreed to 
use it. 

11. Mention several words that have the sound of a. 

12. What sound do you find in each of the following 
words ? the, he, feel, leaf, beet. 

13. Then e is another sound, that we use in speaking J 
and we will use this letter as a mark for it, "C 

14. Mention several words that have the sound of e. 

15. What sound do you find in each of the following 
Words ? fine, white, mile, ride, high. 

16. Then i is another sound for speaking. We will use 

this letter as a mark for it, 1» 

17. Mention several words that have the sound of i. 

18. What soUnd do you find in each of the following 
words ? hole, rope, four, rode, alone. 

19. Then o is another sound; and we will use this letter 
as a mark for it, O. 

20. Mention several words that have the sound of o. 

21. What sound do you find in each of the following 
words? rule, true, fruit, tune, rude. 



* It will be well to write these letters on the black board 6 



IN ENGLISH GRAMMAR. 163 

22. Then u is another sound, for which we will use this 
letter, U. 

(CT This sound is not eoo, as is supposed by some ; but a 
distinct sound, as will be proved in a succeeding work. 

23. Mention several words that have the sound of u. 

24. What iound do you find in the following words? ball, 
author, jaw, fault, 

25. Then au is another sound; for which, for the present, 
we will use this letter, a. 

Note. — This sound is represented in various ways ; as by 
au, awe, a, and o. But as these letters are sometimes 
used to represent other sounds ; it appears necessary, for 
our present purpose, to adopt some mark as a standard 
sign. For this and several other sounds, we shall use 
the signs recommended by Dr. Webster. 

26. Mention several words that have the sound of au, 

27. What sound do you find in the following words ? art, 
psalm, half, cart. 

28. Then ah is another sound ; for which, for the present, 
We will use this letter, a. 

Note.— This sound is generally represented by a and au. 

29. Mention several words that have the sound of ah. 

30. What sound do you find in the following words ? hat, 
man, cap, had, sand. 

(pT The pupil must be taught to pronounce a with the 
same sound that is heard in man. Thus, a. In all 
these exercises, the sounds of the letters are to be ex- 
pressed ; and no regard is to be had to their name. 

31. Then a is a sound used in speaking, for which we will 
use this letter, a. 

32. Mention several words that have the sound of a. 

33. What sound do you find in the following words? 
men^ sell, let, fed^ step. 

[DT Tho pupil must be taught to pronounce c with the 
same sound that is heard in men. Thus, e. 

34. Then e is a sound used in speaking ; for which we 
Will use this letter, e. 

35. Mention several words that have the sound of e. 

36. What sound do you find in each of the following 
Words ? sit, tin, Jill, give, tip. 

'KT The i is to be sounded as i in Jit. Thus, i. 



|g4 INDUCTIVE EXERCISE^ 

37. Then i is a sound used in speaking ; for which We 

will use this letter, 1. . -• , ^ 

38. Mention several words that have the sound of t. 

39. What sound do you find in each of the following 
words? hot, song, hop, log, on. 

[r~T The short sound of au. Thus o. 

40. Then 6 is a sound used in speaking ; for which we 

will use this letter, 6. 

41. Mention several words that have the sound of o, 

42. What sound do you find in each of the following 
Words ? up, hut, rub, sun, us. 

QGT The u must be pronounced as in sun. Thus, u. 

43. Then u is a sound for speaking ; for which we will 
use this letter, ft. 

44. Mention several words that have the sound of u. 

45. What sound do you find in each of the following 
words? room, move, cool, moor, noon. 

46. Then go is another sound for speaking ; for which we 
will use this letter, O. 

47. Mention several words that have the sound of oo. 

48. What sound do you find in each of the following 
words? pull, book, wool,. 

[D" Nearly the short sound of oo* 

49. Well, for this sound we will use this letter, O 

50. What sound do you find in our, stout, round, house, 
towel, 2 

51. Well, for this sound, we will use the following let- 
ters, Oil. 

52. Mention several words that have this sound. 

53. What sound do you find in oil, moist, point. 

54. For this sound we will use the following letters, 01. 

55. Mention several words that have this sound. 

56. Are all those sounds that you have made, easy? 

57. On account of the ease in which these sounds are 
made, they are called vowels or tonics. 

Note.- — Vowel means voice; and tonic means having 
sound. Hence these two names have been given to the 
sounds that we have named, because they contain voice or 
sound, in a purer state than is contained in other verbal ele>? 
tnents. 



IN ENGLISH GRAMMAR. 165 

LESSON III. 

OF LETTERS. SUBTONICS. 

1. [The teacher may sound I in the same manner, that it 
Is sounded in singing lord.] Make this sound, all of you. 

O 3 Great care should be taken, that the name el is not 
given ; but merely the sound, 

2. Here we find is another sound used for speaking; for 
which we will use the following letter, ], 

3. Mention several words that have this sound. 

4. [Sounding m as in singing mate.'] Make this sound. 

5. Here then is another sound used for speaking ; for 
which we will use the following letter, Hi. 

6. Mention several words that have this sound. 

7. [Sounding n as in singing no.~\ Make this sound. 

8. For this sound we will use the following letter, n. 

9. Mention several words that have this sound. 

10. [Sounding r as in singing rose.] Make this sound. 

11. For this sound we will use the following letter, r. 

12. Mention several words that have this sound. 

13. [Sounding v as in singing vain.] Make this sound. 

14. For this sound we will use the following letter, y. 

15. Mention several words that have this sound. 

16. [Sounding z as in singing zone.] Make this sound. 

17. For this sound we will use the following letter, 2. 

18. Mention several words that have this sound. 

19. [Sounding y y as in singing year; a squeezed sound of 
«.] Make this sound. 

20. For this sound wc will use the following letter, y. 

21. Mention several words that have this sound. 

22. [Sounding w as in singing ivord; a squeezed sound of 
00.] Make this sound. 

23. For this sound we will use the following letter, w. 

24. Mention several words that have this sound. 

25. [Sounding b as in singing bold; and then suffering 
the breath to escape rather forcibly from the mouth.] Make 
this sound. 

26. For this sound we will use the following letter, k # 

27. Mention several words that have this sound. 

28. [Sounding d y as in singing dare, and then letting the 
breath escape, as in sounding b.] Make this sound:. 

29. For this sound we will use the following letter, <J. 

30. Mention several words that have this sound. 



166 INDUCTIVE EXBRCISfi^ 

31. [Sounding g as in singing gold; and then letting th# 
breath escape as before.] Make this sound. 

32. For this sound we will use the following letter, g. 

33. Mention several words that have this sound. 

34. [Sounding rig as heard in dwelling on those two let- 
ters, after pronouncing ring.] Make this sound. 

35. For this sound we will use the following letters, dp* 

36. Mention several words that have this sound. 

37. [Sounding z as heard in azure*'] Make this sound. 

38. For this sound, we will use the following letters, zh/ 

39. Mention several words that have this sound. 

40. [Sounding tK as heard in these,] Make this sound. 

41. For this sound we will use the following letters, {{^ 

42. Mention several words that have this sound. 

43. Are these sounds as easy to be made and distinguish- 
ed, as the tonics. 

44. Then what shall we call them ? Ans. Subtonics. 
Note. — Subtonic means having sound in a less degree* 

Hence that name has been given to the preceding sounds, 
because they have not the full vocality that is heard in th© 
tonics. 

LESSON IV. 

Of LETTERS— ATONICS. 

1. [Sounding / as dwelling on that letter in the word 
life.] Make this sound. 

2. For this sound, we will use the following letter, £ 

3. Mention several words that have this sound. 

4. [Sounding s as a mere hiss.] Make this sound. 

5. For this sound we will use the following letter, g. 

6. Mention several words that have this sound. 

7. [Sounding /i, as heard in breathing a sigh.] Make 
this sound. 

8. For this sound, we will use the following letter, . h. 

9. Mention several words that have this sound. 

10. [Sounding wh, as in what ; a mere emission of breath.] 
Make this sound. 

11. For this sound, we will use .the following letters, \yh. 

12. Mention several words that have this sound. 

13. [Sounding p, by making the same position of the 
organs as for sounding 6, (taking care to emit no sound, 
while the organs are in this position ;) and then opening tjjf 



IN ENGLISH GRAMMAR. 



167 



lips suddenly, and letting the breath be expelled with a sound 
something similar to the whisper of u in hut'] Make this 
sound. 

14. For this sound, we will use the following letter, p, 

15. Mention several words that have this sound. 

16. [Sounding /, by giving the same position of the or- 
gans as for. sounding d; and then removing the tongue 
from the roof of the mouth and letting the breath be ex^ 
pelled in the same manner, and with the same sound as in 
sounding p.] Make this sound. 

17. For this sound we will use the following letter, t. 

18. Mention several words that have this sound. 

19. [Sounding &, by giving the organs the same position 
as for sounding g, and then letting the breath be suddenly 
expelled in the same manner and with the same sound as 
before,] Make this sound. 

20. For this sound we will use the following letter, k. 

21. Mention several words that have this sound. 

22. [Sounding $h, as in dwelling on those letters after 
uttering hush.] Make this sound. 

23. For this sound we will use the following letters, gh. 

24. Mention several words that have this sound. 

25. [Sounding /7i, as in. dwelling on these letters after 
uttering width.] Make this sound. 

26. For this sound, we will use the following letters, th, 

27. Mention several words that have this sound. 

28. In sounding f or 5, do you perceive any other sound 
than that of a whisper? 

29. Then what do we call /, 5, h> wh, &e. ? Ans. Atonies. 
Note. — Atonic, means without sound. Tonic, subtonic, 

and atonic, are names borrowed from the " Philosophy of 
the Human Voice," by James Rush, M. D. a work that 
should be possessed by every teacher, 

LESSON V. 

RECAPITULATION.— -LETTERS. 

1 . How many elementary sounds are there in the 
English language ? Ans. Thirty-nine. 

2. Then how many letters should there be in the 
English alphabet ? 



168 INDUCTIVE EXERCISES 

3. Are there thirty-nine letters in the English al- 
phabet ? Ans. No. 

4. How then do they represent all the elementary 
sounds ? Ans. Some letters stand sometimes for 
one sound, and sometimes for another. 

5. How many kinds of elementary sounds are 
there ? Ans. Three. 

6. Which are they. Ans. Tonics, subtonics, and 
atonies. 

7. How many tonics are there ? Ans. Sixteen, 

8. Which are they. Ans. 



a, as 


heard in 


ale. 


a, 


n 


all. 


a, 


?> 


art. 


a, 


i> 


an. 


e, 


j? 


eel. 


e, 


i> 


end. 


i, 


?? 


isle. 


h 


n 


it. 


o, 


?> 


old. 


°Y 


u 


hot. 


u, 


j> 


pure. 


u, 


>i 


sun. 


o, 


59 


move. 


o, 


51 


wolf. 


ou, 


91 • 


out. 


oi, 


31 


oil. 



9.- Why are these sounds called tonics? Ans. 
Because they consist of a full vocal sound. 

10. By what other name are they generally called ? 
Ans. Vowels. 

11. Why are they called vowels? Ans. Because 
they are pure emissions of voice. 

12. How many subtonics are there ? Ans. Four- 
teen. 



IN ENGLISH GRAMMAR. 169 



13. .1 


/Vhich are 


they ? Ans 


, 








b, 


as 


heard in 


but 


, tub. 






d, 




it 


dog 


, bad. 






&1 




i> 


g^t, 


nag-. 






I, 




i> 


Zet, 


sell. 






m, 




99 


wan 


, suwz. 






n, 




1> 


wo, , 


3UW. 






r, 




91 


rap, 


war. 






bg; 




1? 


sircg* 








v, 




*i1 


van, 


give. 






z, 




11 


?ed, 


buzz. 






th, 




>> 


tki&j 


breatfAe. 






zh, 




?? 


azure, pleasure 


i 




w, 




>1 


way. 








ft 




99 


yes. 






4. V 


fhy are these 


sounds ca 


lied su 


btonics ? 


Ans 



Because their sound is not full and clear. 

15. How many atonies are there? Ans-. Nine. 

16. Which are they ? Ans. 



p, as A 


eard in 


J?ay, stop. 


V 


n 


fop, hat. 


k, 


?i 


&ill, oak. 


f, 


i> 


four, ruff. 


s, 


ii 


sit, miss. 


th, 


u 


tfAin, hatfA. 


sh, 


9? 


sAut, husA. 


wh, 


J1 


when. 


h, 


1? 


hop. 



17. Why are these sounds called atonies. Ans. 
Because they have no vocal sound, but merely a 
breathing or whispering. 

18. What are subtonics and atonies generally 
called ? Ans. Consonants. 

19. Why are they called consonants? Ans. Be- 
cause they will readily unite with other sounds. 

20. Will not the vowels unite with other sounds ? 

P 



1 70 INDUCTIVE EXERCISES 

Ans. They will not unite with one another, in such a 
manner as to preserve their full open sound. 

(CT For a more extended analysis of verbal sounds, the 
pupil may see " The Philosophy of the Human Voice," by 
Dr. Rush. But for practical purposes, the author's large 
grammar may suffice. 

LESSON VI. 

OF THE RADICAL AND VANISH, AND THE VOCULE. 

1. [Prolonging the sound of a, and stopping it, by 
breaking off abruptly as it were in the middle of the 
sound. This is done by stopping the voice while the 
organs are in their first position.] Is this a perfect 
a? Ans. No. 

2. The structure of the articulating organs is such 
that it is necessary to close them, in order to finish 
any sound with ease. Of course, this closing of the 
organs will occasion a sound differing in some degree 
from that with which we commence. 

3. What is the commencing sound of a tonic or 
vowel called? Ans. The radical sound. 

4. What is the finishing sound of a tonic or vowel 
called? Ans. The vanishing sound? 

5. Then are there as many distinct elementary 
sounds as there are authorized tonic sounds? Ans. No. 

6. Give the radical and vanish of* each tonic ? 
Ans. a in ale, vanishes into e. 

J. u. 

, u. 

, the same sound. 
, e. 

, oo. 

, the same sound, 
, oo. 

e. 
» oo, 



a 


19 


all, 


a 


91 


art, 


e 


99 


eel, 


i 


19 


isle, 


o 


19 


old, 


6 


11 


move, 


ou 


*♦ 


out, 


oi 


11 


oil, 


u 


>9 


pure, 



m ENGLISH GRAMMAR. 17 1 

a, in an, — e, in end, — i, in it, — o, in hot, — u, in 
sun, — and o, in wolf, have one continued sound. 

7. What are those tonics called that have one con- 
tinued sound ? Ans. Monothongs, 

8. What are those tonics called that vanish into 
different sounds ? Ans. Diphthongs, 

9. Which are the monothongs ? 

10. Which are the diphthongs ? 

11. Have any of the monothongs and diphthongs 
similar sounds ? Ans. They have, and in such cases 
the only difference appears to be, that, in the sound 
of the diphthong there is a continual coalescence of 
the radical and vanish. 

12. Mention those monothongs and diphthongs 
that have a similarity of sound ? 

a i Monothongs, end, hot, dance,* an, it, 
" I Diphthongs, ale, all, art, c#re, eel, 
oat,* swn, wolf, 
old, twrnf move. 

The above monothongs, together with the radical 
of u in pure, are the only sounds that are heard in 
the tonics, the diphthongal tonics being formed by 
the union of each of these sounds as a radical, and 
either e in eel; u in sun ; or o in wolf. See page 170. 

A in art is thought to be the radical of i in isle, and 
of ou in out, O in hot is the radical of oi in oil. 

Note. — As Dr. Rush has given a different scheme of to- 
nics, it will be given here for the benefit of the teacher : viz. 
seven diphthongs : a-we, «-rt, a-n, a-le, i-sle, o-ld, ou~t, and 
five monothongs : ee-1, oo-ze, e-rr, e-nd, i-n. For reasons 
for the adoption of the system explained in this work, se© 
larger gramm^. 

* In pronounch^ these words, (for the present purpose,) 
the correspondent so- m d s should be preserved, but uttered 
very quick. 

t This, for the present purpose, may receive a longer con- 
. fcinuation of sound than is asually given to it. 



172 INDUCTIVE EXERCISES 

13. We found that each of the tonics had a va- 
nishing sound. Have the subtonics and atonies a 
vanishing sound ? Ans. They have a little vanishing 
sound, which is formed by bringing the organs of arti- 
culation to their natural position. 

14. What is this sound called ? Ans. The vocule. 

15. What is the meaning of vocule? Ans. A lit- 
tle voice. 

16. Is the vocule of atonies a voice? Ans. No ; 
it is nothing but a breathing similar to the whisper of 
% in sun. 

LESSON VII. 

OF THE CORRESPONDENCE BETWEEN THE SUBTONICS 
AND ATONICS. 

1. How are the tonic sounds formed? Ans. By 
opening the mouth in such a manner, as to allow the 
free passage of the air. 

2. How are the subtonic sounds formed ? Ans, 
By closing r some of the articulating organs in such a 
manner as to hinder the free passage of the air, 

3. How are the atonies formed ? Ans. By form- 
ing the same position of the organs as for the sub- 
tonics ; and substituting whisper for vocality. 

4. Mention those atonies and subtonics that are 
formed by the same position of the articulating or- 
gans ? Ans. 

Subtonics, v, z, th, zh, w, b, d, g- 
Atonies, f, s, th, sh, wh, p, t, k. 

5. Have not the other subtonics corespondent 
atonies ? Ans. Not in our language, hut they can 
be sounded. 

6. Has not the atonic h a correspondent subtonic ? 
Ans. It has not, but corresponds nearly with the 
tonic ii. 



Ift ENGLISH GRAMMAR. 1 75 

OF THE ABRUPT SOUNDS AND SUPERFLUOUS LETTERS. 

7. Have all the subtonics and atonies a full open 
sound ? Ans. No ; six of them have an obstructed 
sound ? 

8. Which are they ? Ans. b, d, g, p, t, & k. 

9. What are these letters called ? Ans. They are 
sometimes called mutes. 

10. Have they any other name? Ans. Yes; that 
of abrupt sounds. 

11. Why are they called abrupt sounds? Ans. 
Because, as they have but a slight sound themselves, 
they occasion the breath to pass suddenly Upon the 
succeeding tonic. 

12. Besides the letters that we have already spoken 
t>f, we use the letter j for the union of d and zh; as> 
ja, (dzha.) 

13. Its correspondent atonic is composed of the 
sounds t and sh; represented by the sign ch; as, 
chop, (tslwp.) 

14. We also use the letter x for the union of g 
and z; as, example, {egzample,) 

15. Its correspondent atonic is the union of k and 
s ; as, expect, (ekspect.) 

16. Now, what letters stand for compound sounds* 

17. Which of them are subtonics 1 

18. Which of them are atonies ? 

1 9 . Are there any other letters used, that we have not 
yet spoken of? Ans. C is used sometimes for the 
sound of Jc; as in cat {hat) ; and sometimes for the 
sound of s; as in cider, (sider.) Q has the sound 
of Jc; as in quality, (Jcuality;) opaque, (opaJcue.) 

20. Fis sometimes used fori; as, my, (mi.) 

21. Wis sometimes used for oo, as new, (neoo.) 

22. How many letters are there in the English lan- 
guage? Ans. Twenty-six. 

P2 



174 INDUCTIVE EXERCISES 

23. When the letters are arranged in a regular 
order, what is the collection called I Ans. An alpha- 
bet; from the two first letters of the Greek alphabet, 
Alpha, Beta. 

24. The following is the English alphabet, as it is 
generally written. 

Aa, Bb, Cc, Dd, Ee, F f, G g, H b, I i, 
Jj, Kk, LI, Mm, N n, 6 o, P p, Q q, R r, 
Ss, T't, U u, Vv, W w, Xx, Yy, Z z. 

25. The following are their names ; a, be, se, de, 
e, ef, ge, he* or aitch, i, ja, ka, d, em, en, o, pe, 
cu, er, es, te, u, tie) we* or double u, eks, ye* or 
wi, ze. 

LESSON VIII. 

OF THE SLIDES OF THE VOICE. 

1. [The teacher may now pronounce the sound <^, 
first with a low voice, and then with a higher v^ice ; 
(say an octave from the first!) This may he done 
several times, with alternations of high and low.] 
Do you perceive any difference in these sounds ? 

Note.— This difference in <sound is called the difference 

of pitch. . j ii j 9 

2. What is this difference in. sound called.' 

0> The teacher ma/ now tell which is the highest, and 
which the lowest sc^nd; and let the pupils accompany him 
in the exercise motioned in question 1. This exercise will 

* It ha* been found that those teachers who have adopted 
these ^mes, have been much more successful in teaching 
the first principles of reading, than those who adhere to the 
old names. Every one knows that the change from zzzard 
to ze, has been productive of much good. Is not aitch as 
barbarous as izzard? J , . 

W may be called we, when a consonant; and double w, 
when a vowel. Y may be called ye when a consonant, and 
wi when a vowel. , . . A 

t If the teacher is not accustomed to singing, any sound 
Mgher than the first will answer. 



IS ENGLISH GRAMMAR. 175 

prove very beneficial to their future powers of utterance. 
They may then do it alone several times. 

3. New make a high sound. 

4. Make a low sound. 

5. [Sounding ah in a continuous pitch.] Does 
this sound continue in the same pitch ? Ans. It does. 

6. [Singing ah by beginning with alow sound, and 
ending an octave above.] Does this sound continue 
in the same pitch ? Ans. It does not. 

7. Is the last part of the sound higher or [lower 
than the first part ? 

8. [Singing ah, by beginning with a high sound, 
and ending with an octave below.] Does this sound 
continue in the same pitch ? - 

9. Is the last part of the sound higher or lower 
than the first ? 

10. [Speaking ah as when asking a question with 
a drawling sound ; raising an octave.] Does this 
sound continue in the same pitch ? 

1 1 . Is the last part of the sound higher or lower 
than the first ? 

12. [Speaking ah with emotion, falling an octave ; 
as in the sentence, " I said ah."] Does this sound 
continue in the same pitch ? 

13. Is the last part of it higher or lower than the 
first? 

14. [Sounding ah as in question 6.] What is the 
difference between the first and the last part of this 
sound ? 

15. In what manner does the sound go up ; does 
it skip or slide ? Ans. It skips. 

16. [Sounding ah as in question 8.] What is the 
difference between the first and the last part of this 
sound ? 

17. In going down, does the voice skip or slide ? 
Ans. It skips. 



176 INDUCTIVE EXERCISES 

18. [Sounding all as in question 10.] What is* 
the difference between the first and the last part of 
this sound ? 

19. In going up does the voice skip or slide ? An3, 
It slides. 

20. [Sounding ah as in question 12.] What is the 
difference between the first and the last part of this 
sound ? 

21. In going down does the voice skip or slide ?• 
Ans. It slides. 

Note.—- So we see that there are five kinds of sounds as 
it regards pitch. First, a sound that does not vary in pitch ; 
second, a sound that grows higher by skipping ; third, a 
Sound that grows lower by skipping; fourth, a sound that 
grows higher by sliding; and fifth* a sound that grows 
lower by sliding. 

22. When sounds follow one another in such a 
manner as to be agreeable, what are they called? 
Ans. Melody. 

23. When sounds differ in pitch by skips, what do 
we call the melody ? Ans. Discrete Melody. 

24. W T hen sounds differ in pitch by slides, what do 
We call the melody ? Ans. Concrete Melody. 

[£P If the teacher is accustomed to music, it would be 
Well to give his pupils the following exercises. 

25. Give an example of discrete melody in what 
is called 

THE NATURAL SCALE OF THE VOICE. 
1 ■ ^ r-fark— \ ' 



1 la 

- — sol 

fa 



-SOl— rr- 

fa 



26.. Now let this scale be sung by using the syhV 
ble ah for each sound. 



IN ENGLISH GRAMMAR. 



177 



27. What do we call the distance between one 
sound and another, when they differ in pitch ? Ans. 
An interval. 

28. How are the intervals named ? Ans. When 
the interval is from one sound to the next, on the na- 
tural scale, it is called an interval of a second; when 
we skip one sound, we call it an interval of a third; 
and so on through the scale. 

29. The following are the intervals employed in 
speech. Sing them. 



2d. 


3d. 


5th. 


octave. 


2d. 


3d. 


5th. octave. 








la 








id. 






ro 








ro 




sol 


la 






_, 


la 






fa 


fa 


fa 


fa 


fa 


fa 


fa 


fa 



1 .2. 1. 3. 1. 5. oct. 1. 2. 1. .3. 



5. oct. 



30. Now sing these intervals by using the syllable 
ah for each sound. 

Many suppose that there are some who can neither per- 
form nor distinguish these intervals. But it is a fact, that 
every one who speaks, does perceive and execute these in- 
tervals with the slide of the voice; and the same degree of 
attention and exercise, that enables one to do it concretely, 
will enable him to do it discretely. 

31. Now let your voice slide through the intervals, 
as represented by the following signs : 

2d. 3d. 5th. oct. 2d. 3d. 5th. oct. - 



^ 



m 



^ 



V •/ mf . 



-T-SV 



all, all, ail, ah, 



&h r ah, 



The foregoing exercises will be found of great advantage 
to pupils, both for improving the ear, and for future advance- 
| ment in elocution. 



17& INDUCTIVE EXERCISES, &C 

32. Besides the intervals mentioned above, there is 
an interval of half a tone, which is employed in 
plaintive or mournful expressions. It may be made 
by sounding from la to ma, or from ma to Za, on the 
natural scale. 

33. When are the concrete intervals employed in 
speech ? Every syllable is spoken with a concrete 
interval ; that is, with a slide of the voice either up- 
ward or downward. 

34. When are discrete intervals employed in 
speech ? Ans. Every successive syllable begins with 
a discrete interval , that is, with a skip of the voice 
from the close of the last syllable. 

To learn when and in what manner these intervals are to 
be used, see Barber's Grammar of Elocution, Rush's Phil©- 
sophy of the Human Voice, or large Grammar. It will be 
sufficient to state here, that, 

35. The voice has the upward slide generally in 
every syllable except those that are emphatic, or close 
the sense. In those syllables that close the sense, or 
have a determined emphasis, the voice has the down- 
ward slide. 

36. What is a syllable ? Ans. A syllable is one 
or more verbal sounds pronounced with a single im- 
pulse of the voice. 

37. What is the last syllable of a word generally 
called ? Ans. The ultimate. 

38. What do we call the syllable which is next to 
the last ? Ans. The 'penultimate. 

39. What do we call the syllable before the penul- 
timate ? Ans; The antepenultimate. 



APPENDIX. 

FIRST LESSONS IN EXERCISES OF COM- 
POSITION. 

BJ Exercises in Composition have been improperly con- 
sidered by many as belonging to Rhetoric. So far as ele- 
gance is concerned, they surely are. But if to express our 
thoughts with propriety, falls under the cognizance of Gram- 
mar, this cognizance must include the art of writing our 
thoughts as well as that of speaking them. Experience has 
proved that the most requisite attainment for beginners in 
composition, is not an ability to write with elegance, but a 
facility in expressing their thoughts at all. In this last at^ 
tainment, pupils in general are most sadly deficient. And 
we frequently see young persons, who are able to speak 
with fluency ; and yet, when required to write their thoughts, 
are entirely at a stand. 

For such persons the following exercises are intended. 
Very young pupils should begin with these lessons; and 
should be encouraged if they write no more than one line 
for each word. A child, as soon as he can write, can do 
this. But if he should think one or two of the first trials 
difficult, let him be questioned by the teacher in the follow- 
ing manner : 4 > What is a book . ? " Well, write that down. 
#t What is a bench V &c. This need not be repeated many 
times, before the pupil will be able to write this exercise 
without any assistance. 

SECTION I. 

Describe the following things : 

1. Book, bench, chair, house, tree, knife. 

2. Fence, coat, horse, cow, table, floor, tongs. 

3. Button, barn, field, hearth, window. 

4. Door, paper, fireplace, hat, shoe. 

5. Hair, stone, brick, desk, shovel, coal. 

6. Carpet, bonnet, pin, sheep, wool, hen. 

7. Sun, moon, star, sky, ground, scissors. 

8. Mouth, ear, eye, nose, tongue, hands, feet. 

9. Stable, field, corn, wheat, rye, hay. 

10. Cup, saucer, spoon, fork, plate, bread. 

11. Cart, chaise, wagon, hack, stage. 

12. Mountain, hill, river, ocean, sea, island. 

13. Flame, fire, water, head, arm, word. 




/ 

180 APPENDIX 

14. Bush, flower, apple, peach, quince, pear. 

15. Nest, bird, brute, animal, vegetable. 

16. King, queen, emperor, empress, governor. 

17. Friend, relative, parent, child, father, son. 

18. Mother, daughter, brother, sister, uncle. 

19. Master, servant, scholar, pupil. 

20. Grammar, arithmetic, geopraphy, music. 

SECTION II. 

Mention some objects that have the following qualities, 
and tell why; one to each quality. 

1. Hard, soft, tender, rough, smooth. 

2. Bright, dark, brilliant, twinkling. 

3. Sweet, sour, bitter, acid, pleasant. 

4. Great, small, large, little. 

5. Square, round, uneven, irregular. 

6. Hot, cold, warm, cool. 

SECTION III. 

Mention things that perform the following actions; seve- 
ral things to each action ; and tell how. 

1. Move, run, walk, fly, jump, skip. 

2. Stand, sit, lie, sleep, rest. 

3. Talk, sing, bellow, whistle, hiss. 

4. Fight, play, quarrel, scold, blame. 

5. Grow, live, eat, drink, swim, die. 

6. Rust, mould, wither, evaporate, decay. 

SECTION IV. 

State the difference there is between the following things. 

1. Animals, vegetables, and minerals. 

2. Man, beast, fowl, fish, and insect. 

3. Trees, bushes, flowers, herbe, and grass. 

4. A philosopher and a statesman. 

5. A madman and a fool. 

6. Wit and genius. 

7. Light and darkness. 

8. Mountain and hill. 

■ 

THE END. 



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